孩子们在考虑学业成绩时会考虑随着时间的推移表现的变化.
Ying Hu1,2, Yuhang Shu3, Xin Zhao4
1East China Normal University, Shanghai, China.
NPJ science of learning
|January 21, 2026
概括
4-10岁的孩子认为提高绩效是不那么聪明,但更勤奋,更喜欢这种轨迹. 随着孩子的年龄增长,他们越来越喜欢持续的表现,而不是下降的表现.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 社会认知是指社会认知.
背景情况:
- 绩效变化提供了对能力和努力的见解.
- 了解儿童如何评估这些变化对于教育心理学至关重要.
研究的目的:
- 调查4至10岁儿童如何感知和评估学业绩的变化.
- 根据表现轨迹,检查儿童对努力和能力的判断中的发展趋势.
主要方法:
- 三项预先注册的研究涉及中国的256名儿童 (年龄在4-10岁).
- 参与者评估了具有不同表现轨迹 (改善,恒定,下降) 的假设角色.
- 分析的重点是儿童对智力,努力和整体优势的看法.
主要成果:
- 孩子们越来越多地认为提高绩效是不那么聪明,但更勤奋.
- 随着年龄的增长,当最终结果与最终结果相匹配时,对提高绩效的支持率会增加.
- 孩子们始终倾向于保持不变的表现,而不是表现下降.
结论:
- 儿童对表现变化的评价是复杂的,并且随着年龄的增长而发展.
- 较小的孩子表现出一种正在发展的能力,可以灵活地推理努力和能力.
- 研究结果有助于理解儿童的社会认知和学术评价.
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