Individual differences in achievement goals among young children.
Individual differences in achievement goals among young children.
复制标题
幼儿成就目标的个体差异。
DOI：
10.1111/j.1467-8624.1994.tb00845.x
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发表时间：
1994
影响因子：
4.6
通讯作者：
Dweck,CS
中科院分区：
文献类型：
--
作者：
Smiley,PA;Dweck,CS
Patricia A. Smiley和Carol s . Dweck .幼儿成就目标的个体差异。儿童发展，1994,65,1723-1743。发展研究一般没有发现幼儿对失败的无助反应的证据；一种流行的观点是，幼儿缺乏无助的认知先决条件。然而，最近的证据表明，在某些情况下，即使是学龄前儿童也容易感到无助。在本研究中，我们以4 - 5岁的儿童为对象，测试了一个目标信心模型，该模型可以预测年龄较大的儿童在失败时的成就行为。我们首先根据学龄前儿童对挑战性或非挑战性任务的偏好，将他们对“学习”或“表现”目标的倾向分类。大龄儿童的目标取向与能力无关，可预测失败时的认知和情绪。此外，与模型一致的是，在学习目标中，无论信心水平如何，儿童都表现出掌握导向模式，而在表现目标中，信心低的儿童最容易产生无助感。在第二个任务中也发现了这些行为模式。因此，我们的研究结果表明，成就目标的个体差异很早就出现了。
Smiley, Patricia A., and Dweck, Carol S.Individual Differences in Achievement Goals among Young Children. Child Development, 199465, 1723–1743. Developmental research has generally not found evidence of helpless responses to failure in young children; a prevailing view is that young children lack the cognitive prerequisite for helplessness. However, recent evidence suggests that even preschoolers are vulnerable to helplessness in some situations. In the present study with 4‐ and 5‐year‐olds, we tested a goal‐confidence model that predicts achievement behavior during failure for older children. We first categorized preschoolers' orientations toward “learning” or “performance” goals based on their preference for a challenging or nonchallenging task. As for older children, goal orientation was independent of ability and predicted cognitions and emotions during failure. Further, consistent with the model, within a learning goal, children displayed the mastery‐oriented pattern regardless of confidence level, whereas within a performance goal, children with low confidence were most susceptible to helplessness. These behavior patterns were found on a second task as well. Thus, our findings show that individual differences in achievement goals emerge very early.