能力與努力稱讚對華人學童成就動機之影響

• Main Authors: Ping-Chi Lee, 李秉錡
• Other Authors: 雷庚玲
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/52827014009810769787

碩士 === 國立臺灣大學 === 心理學研究所 === 93 === Past research has shown that praise aimed at the child''s ability results in a helpless response and that praise directed at the child''s effort fosters a mastery- oriented response. However, in Chinese society, effort is always encouraged but ability is rarely mentioned. The value system for learning in Chinese culture differs from that in the Western culture. The present research attempted to replicate the paradigm applied in Mueller and Dweck (1998) to demonstrate cultural differences of children’s reaction to ability and to effort praises. Fifty-eight and sixty-three Chinese fifth graders in Taiwan participated in Study 1 and Study 2 respectively. They were praised for ability, effort, or a neutral reason after success. No group differences were found on achievement goals, responses after failure, or failure attribution. Ability praise neither caused negative impact on performance nor decreased task-enjoyment and task-persistence more than effort praise among Chinese children. In addition to the findings of praises, Study 1 and Study 2 also revealed that traditional achievement goal classification of learning and performance goals could not predict differential behavioral and motivational patterns. Thus, Study 3 was performed aiming to explore Chinese students’ achievement goal structure. Two hundred and sixty-eight college students were recruited in Study 3. Factor analysis revealed that Chinese students have three different achievement goals, including learning goal, outcome goal, and ability goal. The regression analyses showed that learning goal predicted mastery orientation, and ability goal was highly related with maladaptive learning pattern, while outcome goal was helpful to learning behavior but harmful to intrinsic motivation. The result of Study 3 indicated that traditional goal structure is not suited for Chinese learners. Thought ability goal and outcome goal are both performance goals, only ability goal predict learned helplessness. With the findings from the previous three experiments, Study 4 was conducted aiming to replicate the findings of Study 1 and Study 2 while subjects’ sensitivity to ability praise were induced. Forty-five students were included in Study 4, all of the subjects received ability goal manipulation before they were praised. The results were consistent with Study 1 and Study 2. To sum, the present research found ability and effort praises do not cause different effects on Chinese students among three experiments. Possible Culture explanations are discussed.