Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents
Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents
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DOI：
10.2307/1131904
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发表时间：
1995-12-01
影响因子：
4.6
通讯作者：
Murdock, TB
中科院分区：
文献类型：
--
作者：
Juvonen, J;Murdock, TB
研究考察了四、六、八年级(10岁、12岁和14岁)学生在刻苦对待受欢迎的同龄人和老师的意愿上的差异，以及他们对努力和能力归属的社会价值的认识。调查结果显示，四、六年级的学生希望自己在老师和同龄人面前刻苦努力，而八年级的学生比老师更不愿意向受欢迎的同龄人传达他们努力学习的态度。与这些发现一致的是，四年级学生认为在提高教师认可度和在同龄人中受欢迎方面付出了很大努力，而八年级学生认为勤奋有助于教师认同感，而努力支出较低则认为提高了同龄人的受欢迎程度。探讨了青少年成就归因社会价值观念转变的原因及其在学校中的自我呈现策略。
Differences in fourth, sixth, and eighth grade (10-, 12-, and 14-year-old) students' willingness to portray themselves as diligent to their popular peers and teachers and their perceptions of the social value of effort and ability ascriptions were examined. The results revealed that the fourth- and sixth-grade students desired to portray themselves as effortful to teachers and peers, whereas the eighth graders were more reluctant to convey to their popular peers than teachers that they study hard. Consistent with these findings, the fourth graders perceived high effort to increase teacher approval as well as popularity among peers, whereas the eighth graders viewed diligence as facilitating teacher approval but low effort expenditure as improving peer popularity. Reasons for youngsters' changing notions of the social value of achievement ascriptions and their self-presentation tactics in school are discussed.