DEVELOPMENT OF ACHIEVEMENT-RELATED EMOTIONS

儿童经历、表达和发展的变化 对与成就相关的情绪的理解将在 拟开展的研究。这项研究是基于认知评估模型的。 情感：情感体验被认为是越来越多的 随着年龄的变化而分化，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--被认为是 在一岁半到一岁半的儿童中进行了反映骄傲和羞耻的测试 四年了。与成就相关的情况有系统地不同于 提供证据，说明在以下情况下早期出现的骄傲和羞愧 哪些成功和失败由任务内在标准定义， 任务的难度水平，与社会比较。第二套 研究关注情境变量的发展变化 与与成就相关的情绪体验有关。这个 基于归因模型的发展性问题研究 感情。第一项研究使用小插曲来提供关于 儿童对情绪反应之间关系的判断 (骄傲、羞愧、内疚、幸福、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 通过研究现实中相同的情绪反应，扩展了第一个 成就任务情境。这些研究既有实际意义，又有实际意义。 理论价值。孩子们有相当大一部分时间是在 成就情境和他们在这些情境中的情感体验有 对他们的心理健康和幸福感以及他们的 学业成绩。

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.