THE FORMATION AND ROLE OF SELF PERCEPTIONS OF ABILITY IN ELEMENTARY CLASSROOMS
THE FORMATION AND ROLE OF SELF PERCEPTIONS OF ABILITY IN ELEMENTARY CLASSROOMS
复制标题
DOI：
10.1086/461278
复制
发表时间：
1982-01-01
影响因子：
1.7
通讯作者：
WESSELS, K
中科院分区：
文献类型：
--
作者：
BLUMENFELD, PC;PINTRICH, PR;WESSELS, K
为了更好地理解影响儿童在学校表现的因素，能力感知与学业成绩的关系一直是许多研究者关注的话题（例如，Bar-Tal 1978; Covington and Omelich 1979 a，1979 b; Weiner 1979; Parsons，in press）。他们的表述受到归因理论（即，Weiner et al. 1971）的指导，该理论提出，个人对成功和失败原因的解释会影响未来的成就导向行为。这一传统中最一致的发现之一是，如果个人认为他们成功完成任务是由于他们自己的能力，那么他们将来可能会尝试类似的努力，因为他们期望做得很好，并对自己的成就感到满意。如果他们认为成就是由于其他因素，如运气或容易分配，他们就不太可能这样做。因此，该理论假设能力知觉介导成就行为。虽然有大量的理论和研究支持这一观点（参见Weiner [1980]的综述），但其中大部分是在实验室环境中使用成人受试者进行的研究。这项工作的几个特点可能会限制基于这种方法的结果在课堂上的适用性。首先，儿童认知能力的发展差异影响着能力知觉的形成和运作。其次，在课堂的自然背景下，实验结果的生态有效性是值得怀疑的，因为感知的起源和影响可能在课堂之外有很大不同。
In an effort to understand better the factors influencing children's performance in school, the relation of ability perceptions to academic achievement has been a topic of concern for many investigators (eg, Bar-Tal 1978; Covington and Omelich 1979a, 1979b; Weiner 1979; Parsons, in press). Their formulations have been guided by attribution theory (ie, Weiner et al. 1971), which proposes that an individual's interpretation of the causes of success and failure influences future achievement-oriented behavior. One of the most consistent findings in this tradition is that, if individuals believe that their successful completion of tasks is due to their own abilities, then they will be likely to attempt similar endeavors in the future because they expect to do well and feel good about their accomplishments. They will be less likely to do so if they believe achievement is due to other factors, like luck or ease of assignment. Consequently, this theory postulates that ability perceptions mediate achievement behavior. While there is a great deal of theory and research to support this view (see Weiner [1980] for a review), much of it results from studies using adult subjects in a laboratory setting. Several features of the work may limit the applicability of findings based on this approach to the classroom. First, there are developmental differences in children's cognitive capabilities that influence the formation and operation of ability perceptions. Second, in the natural context of the classroom the ecological validity of experimental results is questionable because the genesis and effect of perceptions may be quite different outside the