The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends
The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends
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DOI：
10.1037/0022-0663.95.1.111
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发表时间：
2003-03-01
影响因子：
4.9
通讯作者：
Pomerantz, EM
中科院分区：
文献类型：
--
作者：
Altermatt, ER;Pomerantz, EM
本研究考察了儿童的成就相关信念在多大程度上可以从他们的朋友的信念，同时和随着时间的推移预测。三个学期，四，五，六年级的学生（N = 929）完成了他们的能力相关的信念，动机信念，和友谊的选择措施。同时分析表明，朋友们表现出一致的，虽然适度的，相似性方面的自我认知能力，学术标准，重要性会议标准，和偏好的挑战。在学年期间，朋友似乎对儿童的成功能力归因以及他们对达到学术标准的重视有影响力。在一个年级水平的过渡，朋友出现了影响儿童的能力归因失败。总的来说，互惠的朋友之间的联系比单方面的朋友之间的联系更强。
This research examined the degree to which children's achievement-related beliefs could be predicted from their friends' beliefs, both concurrently and over time. For 3 semesters, 4th-, 5th-, and 6th-grade students (N = 929) completed measures of their competence-related beliefs, motivational beliefs, and friendship choices. Concurrent analyses indicated that friends showed consistent, albeit modest, similarities with regard to their self-perceptions of competence, academic standards, importance of meeting standards, and preference for challenge. During the academic year, friends appeared influential with regard to children's ability attributions for success and the importance they placed on meeting academic standards. Over a grade-level transition, friends appeared influential with regard to children's ability attributions for failure. Overall, associations were stronger among reciprocated than among unilateral friends.