The relation between motivational patterns and achievement cognitions through the elementary school years
The relation between motivational patterns and achievement cognitions through the elementary school years
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小学阶段动机模式与成就认知之间的关系
DOI：
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发表时间：
1995
期刊：
影响因子：
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通讯作者：
C. Dweck
中科院分区：
文献类型：
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作者：
K. Cain;C. Dweck
在五年级及以上的孩子中，无助的动机模式与智力是一个固定实体的想法有关。然而，幼儿无助感的认知伴随因素尚未得到很好的理解。为了确定动机模式与能力和成就认知之间的发展关系，本研究对139名一、三、五年级学生的能力和成就信念以及他们对挑战性谜题的动机反应进行了评估。在所有年龄段的儿童中，有相当数量的少数儿童表现出适应不良的无助模式（不坚持、消极期望等）。在年龄较大的儿童中，无助取向和掌握取向与智力是固定的还是可塑的差异有关。具有无助模式的幼儿对学校成绩的解释以结果为导向，而具有掌握模式的幼儿对学校成绩的解释以过程为导向
Among children in fifth and higher grades, the helpless motivational pattern is associated with the idea that intelligence is a fixed entity. Cognitive concommitants of helplessness in younger children, however, are not well understood. To identify developmental relations between motivational patterns and cognitions about ability and achievement, 139 first, third, and fifth graders' beliefs about ability and achievement were assessed, as well as their motivational responses to challenging puzzles. A sizeable minority of children at all ages showed the maladaptive helpless pattern (nonpersistence, negative expectations, etc.). Among older children, the helpless and mastery orientations were associated with differences in whether intelligence was seen as fixed or malleable. Younger children with the helpless pattern gave outcome-oriented explanations for school grades, whereas those with a mastery orientation gave process-oriented explanations
影响因子：
4.6
作者：
HEYMAN, GD;DWECK, CS;CAIN, KM
通讯作者：
CAIN, KM