Self-evaluation in young children.
Self-evaluation in young children.
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DOI：
10.2307/1166190
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发表时间：
1992-04
影响因子：
9.5
通讯作者：
D. Stipek;S. Recchia;Susan V. McClintic
中科院分区：
文献类型：
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作者：
D. Stipek;S. Recchia;Susan V. McClintic
本研究以1-5岁儿童为被试，对儿童自我评价的发展进行了一系列研究。儿童对成就相关结果的反应的发展变化在各种情况下进行了评估，使用不同的任务和不同的成功标准。第一项针对1-3岁儿童的研究显示，他们在21个月大后的社会取向有所增加。只有超过这个年龄的孩子，在他们自己得出一个结果后，比在实验者得出同样的结果后，更有可能抬头看实验者。这些年龄较大的孩子也比年龄较小的孩子更有可能提请母亲注意他们在自由玩耍的情况下取得的成就。在第二项研究中，在一项具有明显成功与失败结果的任务中，2-5岁的儿童对成功做出了积极的反应（例如，微笑）和具有回避反应的失败（例如，从实验者身上移开）。表扬增强了孩子们对成功的积极情感反应，但效果不大。在最后一项研究中，33个月以下的儿童不理解竞争性任务的输赢，也不影响他们对任务的情感反应。相比之下，获胜增强了年龄较大的儿童完成任务的乐趣。提出了自我评价发展的三个阶段。在第一阶段，儿童在因果关系中体验到快乐，但他们缺乏在自我反思意义上进行自我评价所需的认知表征技能，他们不会预期他人对他们表现的反应。在第二阶段，从2岁之前开始，儿童期待成人的反应，寻求对成功的积极反应，并努力避免对失败的消极反应。建议的第三阶段涉及外部反应的逐渐内化，儿童开始评估自己的表现，并对成功和失败做出独立于他们对成人反应的期望的情绪反应。虽然所有的研究都集中在成就的结果，自我评价的发展在道德领域可能平行的发展顺序提出的成就域。有人还建议，照顾者的反应，违反规则可能会产生关注，以满足成人的期望，在成就的情况下。
A series of studies was conducted to examine the development of self-evaluation in children aged 1-5 years. Developmental changes in children's reactions to achievement-related outcomes were assessed in a variety of contexts, using different tasks and different criteria for success. The first study of 1-3-year-olds revealed an increased social orientation after the age of 21 months. Only children over this age were more likely to look up at the experimenter after they had produced an outcome themselves than after the same outcome had been produced by the experimenter. These older children were also more likely than younger children to call their mothers' attention to their achievements in a free-play situation. In a second study, on a task with visibly salient success versus failure outcomes, children aged 2-5 years responded to success with positive affect (e.g., smiling) and to failure with avoidance reactions (e.g., looking away from the experimenter). Praise enhanced children's positive affective reactions to success, but its effect was modest. In the final study, winning or losing on a competitive task was not understood by children below age 33 months and had no effect on their affective reactions to the task. In contrast, winning enhanced older children's pleasure in completing the task. Three stages are proposed in the development of self-evaluation. In the first stage, children experience joy in causality, but they lack the cognitive representational skills required for self-evaluation in a self-reflective sense, and they do not anticipate others' reactions to their performance. In the second stage, beginning before the age of 2 years, children anticipate adult reactions, seeking positive reactions to their successes and endeavoring to avoid negative reactions to failure. The proposed third stage involves a gradual internalization of external reactions, with children beginning to evaluate their performance and react emotionally to success and failure independently of their expectations of adult reactions. Although all studies focused on achievement outcomes, the development of self-evaluation in the moral domain may parallel this developmental sequence proposed for the achievement domain. It is also proposed that caretakers' reactions to rule violations might engender concerns about meeting adult expectations in achievement contexts.