DEVELOPMENT OF ACHIEVEMENT-RELATED EMOTIONS

儿童的经验、表达和 理解与成就有关的情绪将在 提议的研究。 本研究基于认知评价模型 情感：情感体验被认为越来越多地 随着年龄的增长而不同，部分原因是潜在的认知结构 变得更加差异化。 在第一组研究中， 行为--包括面部表情和姿势暗示--被认为 在一岁半到五岁的儿童中， 四年 与犯罪有关的情况有系统地变化， 提供证据，说明在下列情况下， 成功和失败是由任务内在标准定义的， 任务的难易程度和社会比较。 第二组 研究关注情境变量的发展变化 与成就感相关的情绪体验有关。 的 研究基于归因模型解决发展问题， 情绪 第一项研究采用小插图提供信息， 儿童对情绪反应之间关系的判断 （骄傲，羞耻，内疚，快乐，悲伤，感激，惊讶）和因果关系 归因（运气、能力、努力、他人的帮助）。 第二项研究 通过研究在一个真实的世界中同样的情绪反应， 成就任务情境。 这些研究具有实际意义， 理论值。 孩子们花了相当大的一部分时间在 成就环境和他们在这些环境中的情感体验 对他们的心理健康和福祉及其 学校成绩。

Developmental change in children's experience, expression, and understanding of achievement-related emotions will be investigated in the proposed research. The research is based on a cognitive-evaluation model of emotions: emotional experiences are assumed to become increasingly differentiated with age in part because the underlying cognitive constructs become more differentiated. In the first set of studies behaviors--including facial expressions and postural cues--presumed to reflect pride and shame are examined in children aged one-and-a-half to four years. Achievement-related situations are systematically varied to provide evidence on the early emergence of pride and shame in situations in which success and failure are defined by task-intrinsic criteria, the difficult level of the task, and social comparison. The second set of studies concerns developmental change in the situational variables associated with the experience of achievement-related emotions. The studies address developmental questions based on an attribution model of emotions. The first study employs vignettes to provide information on children's judgments about the relationships between emotional responses (pride, shame, guilt, happiness, sadness, gratitude, surprise) and causal attributions (luck, ability, effort, other's help). The second study extends the first by studying the same emotional responses in a real achievement task situation. The studies have practical as well as theoretical value. Children spend a considerable portion of their time in achievement settings and their emotional experiences in those settings have important implications for their mental health and well-being and their school achievement.