Preschoolers' responses to social comparisons involving relative failure.
Preschoolers' responses to social comparisons involving relative failure.
复制标题
学龄前儿童对涉及相对失败的社会比较的反应。
DOI：
10.1111/j.1467-9280.2008.02184.x
复制
发表时间：
2008
影响因子：
8.2
通讯作者：
Brickman,Daniel
中科院分区：
文献类型：
--
作者：
Rhodes,Marjorie;Brickman,Daniel
先前的研究表明，学龄前儿童(4-5岁)在表现不如同龄人后，保持着较高的自我评价和行为投入。这项研究测试了一种假设，即当学龄前儿童将成绩差异解释为与社会类别的成员资格有关时(例如，当不同类别的成员具有不同的成就水平)，而不是个人努力的差异时，相对失败会对学龄前儿童产生更多的负面后果。学龄前儿童(N=58)被随机分配以接受反馈，即同性、异性或性别不明的同龄人在一项新任务中表现更好。相对于异性同伴的失败经历导致在随后的任务试验中表现受损，以及在儿童得到更多积极反馈后自我评估缺乏改善。这些发现对社会比较的起源、基于类别的推理、性别刻板印象和成就动机的发展具有重要意义。
Prior work indicates that preschoolers (ages 4–5) maintain high self-appraisals and behavioral engagement after performing less well than their peers. This study tested the hypothesis that relative failure has more negative consequences for preschoolers when they interpret achievement differences as being tied to membership in social categories (e.g., when members of different categories have different achievement levels), as opposed to variations in individual effort. Preschoolers (N= 58) were randomly assigned to receive feedback that a same-gender, other-gender, or gender-unidentified peer performed better than they did on a novel task. Experiences of failure relative to other-gender peers resulted in impaired performance on a subsequent task trial, as well as lack of improvement in self-evaluations after children received more positive feedback. These findings have implications for the origins of social comparisons, category-based reasoning, and the development of gender stereotypes and achievement motivation.