What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain.
What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain.
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DOI：
10.1037//0022-3514.65.4.781
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发表时间：
1993-10
影响因子：
7.6
通讯作者：
B. Patrick;E. Skinner;J. Connell
中科院分区：
文献类型：
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作者：
B. Patrick;E. Skinner;J. Connell
本研究以246名8-10岁儿童为被试，考察了知觉控制和自主性对儿童课堂行为和情绪的影响。多元回归分析显示，自主性的独特效果和以上的强大影响的感知控制。此外，这两套看法（及其相互作用）被发现区分儿童谁是活跃的，但情绪不满的那些积极和情绪积极。具体的预测也进行了测试的影响（a）控制归因于5个原因和（B）4个原因的任务参与，不同程度的自主性对儿童的主动（与被动）的行为和4种情绪：无聊，苦恼，愤怒，和积极的情绪。研究结果对儿童动机理论的影响也进行了讨论，同时也为识别有动机问题风险的儿童提供了诊断策略
This study examined the contribution of perceived control and autonomy to children's self-reported behavior and emotion in the classroom (N = 246 children ages 8-10 years). Multiple regression analyses revealed unique effects of autonomy over and above the strong effects of perceived control. In addition, both sets of perceptions (and their interaction) were found to distinguish children who were active but emotionally disaffected from those who were active and emotionally positive. Specific predictions were also tested regarding the effects of (a) control attributions to 5 causes and (b) 4 reasons for task involvement that differed in degree of autonomy on children's active (vs. passive) behavior and 4 kinds of emotions: boredom, distress, anger, and positive emotions. Implications of the findings for theories of children's motivation are discussed, as well as for diagnostic strategies to identify children at risk for motivational problems