Relations among children's social goals, implicit personality theories, and responses to social failure
Relations among children's social goals, implicit personality theories, and responses to social failure
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DOI：
10.1037/0012-1649.33.2.263
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发表时间：
1997-03-01
影响因子：
4
通讯作者：
Dweck, CS
中科院分区：
文献类型：
--
作者：
Erdley, CA;Loomis, CC;Dweck, CS
两项研究考察了儿童的思维模式与他们对社会挑战的反应。在研究1中，四年级和五年级的学生在绩效目标（强调选拔的评估性）或学习目标（强调潜在的学习机会）下尝试加入笔友俱乐部。在被拒绝后的行为和归因中，专注于成绩目标的儿童表现出更多的无助感，而给予学习目标的儿童则表现出更多的掌握导向反应。研究2发现，在应对假设的社会挑战性的情况下，四，五，六年级的学生谁相信个性是不可塑造的（实体理论家）与可塑性（增量理论家）更有可能赞同绩效目标。总之，这些研究表明，儿童在社会情境中的目标与他们对社会失败的反应有关，并由他们关于个性的内隐理论预测。
Two studies examined children's thought patterns in relation to their responses to social challenge. In Study 1, 4th and 5th graders tried out for a pen pal club under either a performance goal (stressing the evaluative nature of the tryout) or a learning goal (emphasizing the potential learning opportunities). In their behavior and attributions following rejection, children who were focused on a performance goal reacted with more helplessness, whereas children given a learning goal displayed a more mastery-oriented response. Study 2 found that in response to hypothetical socially challenging situations, 4th, 5th, and 6th graders who believed personality was nonmalleable (entity theorists) vs. malleable (incremental theorists) were more likely to endorse performance goals. Together, these studies indicate that children's goals in social situations are associated with their responses to social failure and are predicted by their implicit theories about their personality.