赞美和"容易"反对孩子的坚持和自我评估的影响
Grace Bennett-Pierre1, Taylor Chernuta1, Rawan Altamimi2
1Department of Psychology and Neuroscience, Temple University, Philadelphia, PA 19122, USA.
Journal of experimental child psychology
|August 7, 2024
概括
过程称赞,而不是人称赞,提高了孩子在失败后的坚持. 反类型很重要,建议成年人成功后的信息对孩子来说取决于背景.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 社会心理学 社会心理学
背景情况:
- 人们认为,赞美会影响孩子对失败的反应.
- 然而,其他与努力相关的信息尚未得到充分研究.
- 这项研究探讨了反对儿童恢复能力的影响.
研究的目的:
- 实验性地研究不同类型的反对儿童在失败后的坚持和自我评估的影响.
- 为了比较过程赞扬与个人赞扬的影响.
- 与赞美相比,检查"简单"反 (流程简单和个人简单) 的影响.
主要方法:
- 150名儿童 (平均年龄7.97岁) 在成功完成题后,获得了五种反类型之一:过程赞扬,人赞扬,过程简单,人简单或控制.
- 然后孩子们在一个更困难的拼图中经历了失败.
- 测量了坚持和自我评估.
主要成果:
- 在人与过程称赞组之间,在持久性或自我评估方面没有发现显著差异.
- 同样,人易反组和流程易反组之间也没有出现差异.
- 探索性分析表明,与对照组相比,过程称赞增加了持久性 (d = .61).
- 易于处理的反增强了对控制组的战略生成.
结论:
- 成功后提供的成年人反的类型显著影响孩子对失败的后续反应.
- 过程称赞似乎比个人称赞更有利于增强坚持.
- 反的影响取决于上下文,突出了成年人与儿童沟通的细微差别.
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