EFFECTS OF SELF-CONCEPT ON CHILDRENS CAUSAL ATTRIBUTIONS AND SELF-REINFORCEMENT

被引：18

作者：

AMES, C ^{[1
]}

FELKER, DW ^{[1
]}

机构：

[1] PURDUE UNIV,W LAFAYETTE,IN 47907

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1979年 / 71卷 / 05期

关键词：

prior success vs failure; attribution of success to skill vs luck &; self concept &; self reinforcement; 6th graders;

D O I：

10.1037/0022-0663.71.5.613

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Studied self-concept as a dispositional variable influencing children's cognitive-attributional and affective-self reinforcing reactions to achievement outcomes. 64 6th-graders classified as high or low in self-concept on an abbreviated version of the Piers-Harris Self-Concept Scale were given an achievement task on which they succeeded or failed. A preinstructional set was used to allow Ss to interpret their performance as being determined by skill or luck. More high than low self-concept children attributed their success to the skill cue. High self-concept Ss also engaged in more self-reward for success. Both self-concept groups used lack of skill to account for their failure, but the low group responded with more self-punishment. Results are discussed within an attributional model of achievement behavior. (27 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.

引用

页码：613 / 619

页数：7

共 27 条

[1] CHILDRENS ACHIEVEMENT ATTRIBUTIONS AND SELF-REINFORCEMENT - EFFECTS OF SELF-CONCEPT AND COMPETITIVE REWARD STRUCTURE [J].