ACHIEVEMENT ATTRIBUTIONS AND SELF-INSTRUCTIONS UNDER COMPETITIVE AND INDIVIDUALISTIC GOAL STRUCTURES
ACHIEVEMENT ATTRIBUTIONS AND SELF-INSTRUCTIONS UNDER COMPETITIVE AND INDIVIDUALISTIC GOAL STRUCTURES
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DOI：
10.1037/0022-0663.76.3.478
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发表时间：
1984-01-01
影响因子：
4.9
通讯作者：
AMES, C
中科院分区：
文献类型：
--
作者：
AMES, C
研究了竞争性目标结构和个人主义目标结构是否分别引起无助型和掌握型儿童的成就认知。88名五年级和六年级的儿童被管理一个新的成就任务，其中高与低的性能结果是操纵不同的数量的可解决的难题在2套6个难题，无论是竞争性的或个人的目标结构。采用“思维匹配”的方法来评估学生思维的频率类型。结果表明，学生在竞争情境下比在个体情境下更容易进行能力归因。在个体情境中，学生比竞争情境中的学生表现出更强的努力归因、自我指导和自我监控倾向。能力归因对学生的积极情感反应和消极情感反应有预测作用。结果表明，学生正在思考对“我聪明吗？但是我们在想”我怎么才能完成这个任务呢？“在个人设置。这表明，让孩子们思考如何提高他们的表现可能与竞争情况下的注意力集中不相容。(29参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Investigated whether competitive and individualistic goal structures elicit achievement cognitions that have been associated with helpless vs mastery-oriented children, respectively. 88 5th-and 6th-grade children were administered a novel achievement task in which a high vs low performance outcome was manipulated by varying the number of solvable puzzles across 2 sets of 6 puzzles, within either a competitive or individual goal structure. A" thought-matching" methodology was used to assess the type of frequency of Ss' thoughts. Results revealed that Ss made more ability attributions in the competitive than in the individual condition. In the individual condition, Ss displayed a mastery orientation in that they made more effort attributions and engaged in self-instructions and self-monitoring more than did Ss in the competitive condition. Ability attributions were predictive of Ss' positive and negative affective reactions. Results suggest that Ss were thinking about responses to the question" Was I smart?" in the competitive setting but were thinking about" How can I do this task?" in the individual setting. It is suggested that getting children to think about how to improve their performance may not be compatible with the focus of attention in competitive situations.(29 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)