ONTOGENY OF SELF AND TASK CONCEPTS AND ACTIVITY CHOICE

自我和任务概念的本体论以及活动选择

• 批准号: 3314555
• 负责人: JACQUELYNNE S ECCLES
• 金额: $ 40.52万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-04-01 至 1994-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3314555
• 关键词: academic achievement; adolescence (12-20); belief; child behavior; child psychology; elementary school; human subject; interview; longitudinal human study; middle childhood (6-11); musics; parent offspring interaction; preference; psychological values; questionnaires; recreation; secondary schools; self concept; siblings; social psychology; success; teacher

We are proposing the continuation of a cross-sectional, longitudinal, field-based study of the development of children's self esteem, and activity preferences across four activity domains common to childhood experience: academic, social, instrumental music, and sport. Our previous work in the academic achievement domain has indicated that both parents' beliefs and children's perceptions of their competence, expectations for success, task difficulty perceptions, and task value perceptions are critical mediators of achievement behavior and choices among children in grads 5-12. We have now extended this work to younger children and a broader set of children's activities to study four basic issues: 1) the development of self and task beliefs within and across domains, 2) the role of these beliefs in shaping children's behavioral choices across the domains, 3) the antecedents of parents; and teachers' beliefs about their children in each of these domains, and 4) the impact of parenting and teaching styles and of teacher and parent beliefs, values, and perceptions on children's developing self and task beliefs. Subjects have been tested five times over a four year period. In year one and year two a total of 855 children in grades K-4 were recruited into the sample. Seventy-four percent of these children and their teachers, and 60-80% of their parents, have participated in 3-4 primary annual waves of data collection designed to assess these issues. Both questionnaire and interview procedures were used. Objective measures of the children's competence in math, language arts, and sport/physical skill were obtained from the child's school records and through the administration of standardized measures of cognitive and physical skills. Subjective indicators of the children's competence were obtained from teacher and parent ratings. Detailed information about the school and home social and material context were obtained from parents, children, and teachers. A within family sub-study of siblings was added in year 3 and continued into year 4. This proposal is for data analysis and for a follow-up of the sample at two time points in the next five years to continue to study these issues over the adolescent developmental period. Both structural equation modeling procedures and more traditional statistical procedures will be used to assess the developmental changes in children's, parents', and teachers' beliefs and the relations among these changes.

我们建议延续横截面、纵向、 儿童自尊发展的实地研究，以及 儿童常见的四个活动领域的活动偏好 经历：学术、社交、器乐和体育。我们以前的 学业成就领域的研究表明，父母双方的 信念和儿童对他们能力的认知，对 成功、任务难度知觉和任务价值知觉是 儿童成就、行为和选择的关键中介因素 5-12年级。我们现在已经将这项工作扩展到年幼的儿童和 一套更广泛的儿童活动，以研究四个基本问题：1) 领域内和跨领域的自我和任务信念的发展，2)角色 在塑造儿童的行为选择方面的这些信念 领域，3)父母的前科；以及教师对他们的信念 这些领域中每个领域的儿童，以及4)父母教养和 教学风格以及教师和家长的信念、价值观和看法 关于儿童发展自我和任务信念的研究。受试者已经接受了测试 在四年的时间里五次。在第一年和第二年，总共 本研究以855名K-4年级儿童为被试。七十四 这些孩子和他们的老师，以及他们父母的60%到80%， 参与了3-4次初级年度数据收集设计 来评估这些问题。问卷和访谈程序都是 使用。儿童数学、语言能力的客观测量 艺术、运动/身体技能是从孩子的学校获得的 记录并通过管理规范的措施 认知和身体技能。儿童的主观指标 能力是通过教师和家长的评分获得的。详细 关于学校和家庭的社会和物质背景的信息是 从父母、孩子和老师那里获得的。A家庭内子研究 在第三年增加了兄弟姐妹的数量，并持续到第四年。 用于数据分析和在两个时间点对样本进行跟踪 在未来五年内继续研究这些问题的 青少年发育期。两种结构方程模型 程序和更传统的统计程序将用于 评估孩子、父母和老师的发展变化 信仰以及这些变化之间的关系。