發(fā)布時間：2018-04-26 07:24

  本文選題：混合表揚(yáng) + 個人表揚(yáng)　； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：研究者一直試圖探討如何表揚(yáng)孩子的成功才能使孩子更好地應(yīng)對后續(xù)的挫折。西方研究者發(fā)現(xiàn)了混合表揚(yáng)的存在,并通過成人對兒童在一個任務(wù)中所使用的個人表揚(yáng)和過程表揚(yáng)的比例來對混合表揚(yáng)進(jìn)行具體化操作。前人研究發(fā)現(xiàn)兒童在5-6歲的時候便能敏感地覺察到混合表揚(yáng)中個人表揚(yáng)和過程表揚(yáng)的不同比例。但是,混合表揚(yáng)在不同的文化背景下的影響效果是怎樣的?以及混合表揚(yáng)對不同性別以及不同年齡階段兒童的影響效果是怎樣的?這些問題都是我們試圖探索的。本研究借鑒前人研究范式對不同比例的混合表揚(yáng)進(jìn)行具體化操作,并根據(jù)研究實(shí)際對實(shí)驗(yàn)材料進(jìn)行一定的改編。該研究范式包含了兩個實(shí)驗(yàn)階段:成功任務(wù)階段和失敗任務(wù)階段。在成功任務(wù)階段,被試成功地完成了4個瑞文推理測驗(yàn)題,并且每個題目之后被試會獲得相應(yīng)的個人表揚(yáng)或者過程表揚(yáng);在失敗任務(wù)階段,被試沒能成功完成2個瑞文推理測驗(yàn)題。最后是對被試的動機(jī)取向進(jìn)行測量。研究一選取了150名5-6歲兒童,采用了不同比例的混合表揚(yáng)對兒童的任務(wù)表現(xiàn)進(jìn)行表揚(yáng),并對兒童的動機(jī)取向進(jìn)行測查。在此基礎(chǔ)上,研究二繼續(xù)選取了150名10歲以上的兒童,采用相同的實(shí)驗(yàn)范式,試圖在研究一的基礎(chǔ)上繼續(xù)探索混合表揚(yáng)對不同年齡被試的影響。綜合本研究結(jié)果,得出以下結(jié)論:(1)低齡兒童可能無法準(zhǔn)確理解能力、努力和結(jié)果的關(guān)系,無法區(qū)分個人表揚(yáng)和過程表揚(yáng);(2)混合表揚(yáng)的比例會影響高齡兒童的自我評價和堅持性,隨著混合表揚(yáng)中過程表揚(yáng)比例的不斷增加,兒童的自我評價和堅持性也增加;(3)混合表揚(yáng)對高齡兒童動機(jī)取向的影響不存在性別差異;(4)年齡是影響混合表揚(yáng)對兒童動機(jī)取向影響效果的重要因素。
[Abstract]:Researchers have been trying to explore how to praise a child's success in order to better cope with subsequent setbacks. Western researchers have discovered the existence of mixed praise and concretized it through the proportion of individual praise and process praise used by adults to children in a task. Previous studies have found that children aged 5-6 can sensitively perceive the different proportions of individual praise and process praise in mixed praise. But what are the effects of mixed praise in different cultural contexts? And what are the effects of mixed praise on children of different genders and ages? These are the problems we are trying to explore. This study uses the previous research paradigm for reference to concretize the different proportion of mixed praise, and adapts the experimental materials according to the research practice. The research paradigm consists of two experimental phases: the successful task phase and the failure task phase. In the successful task phase, the subjects successfully completed 4 Raven reasoning test questions, and the subjects were given corresponding personal or process praise after each question. The subjects failed to successfully complete 2 Raven reasoning test questions. Finally, the motivation orientation of the subjects was measured. In the first study, 150 children aged 5 to 6 years were selected, and different proportion of mixed praise was used to praise children's task performance, and the motivation of children was tested. On this basis, the second study continued to select 150 children over 10 years of age, using the same experimental paradigm, trying to continue to explore the impact of mixed praise on subjects of different ages on the basis of the first study. Based on the results of the present study, the following conclusions can be drawn: (1) Young children may not be able to understand the ability accurately, and the relationship between effort and outcome, and the proportion of mixed praise between individual praise and process praise can affect the self-evaluation and persistence of older children. With the increasing proportion of praise in the process of mixed praise, Children's self-evaluation and persistence also increased (3) the influence of mixed praise on the motivation orientation of older children there is no gender difference (4) age is an important factor affecting the effect of mixed praise on children's motivation orientation.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.1

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本文編號：1805054