Interpersonal Perception: Inferring Ability After Influencing Performance

人际感知：影响绩效后推断能力

• 批准号: 9209543
• 负责人: Edward Jones
• 金额: $ 18.16万
• 依托单位: Princeton University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-07-01 至 1994-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9209543&HistoricalAwards=false
• 关键词: Interpersonal; Perception; Inferring; Ability; After

ABSTRACT How do teachers, coaches, counselors, and parents reach conclusions about the abilities of those whose skills and performances they are attempting to influence? If a student does well only when assisted or clued by the teacher, will the teacher rate the student's intelligence higher or lower than the intelligence of a student who is relatively unresponsive to help, but does quite well without it? These questions have been addressed in an unsystematic and inconclusive way in previous studies. This research is designed to pose these and similar questions, looking at such factors as (1) the degree of convariation between clues chosen by the teacher, and successes registered by the student and (2) the particular goal or orientation of the teachers. Preliminary studies show that intellectual ability is evaluated very differently when the purpose of instruction is raised. Such appraisals (in the form of teacher expectancies) can be extremely important in guiding teacher behavior and, often, creating self-fulfilling prophecies.

教师、教练、辅导员和家长如何对他们试图影响的那些人的技能和表现得出结论？如果一个学生只有在老师的帮助或提示下才表现得很好，那么老师对这个学生的智力评价是高于还是低于一个对帮助相对没有反应，但没有帮助却表现得很好的学生呢？这些问题在以往的研究中都是不系统、不确定的。本研究旨在提出这些和类似的问题，考察以下因素：(1)教师选择的线索与学生记录的成功之间的共变异程度；(2)教师的特定目标或取向。初步研究表明，当教学目的提高时，对智力的评估会非常不同。这样的评价（以教师期望的形式）对于指导教师的行为非常重要，并且通常会产生自我实现的预言。