摘要
运用实验法和问卷法对小学2年级和5年级学生的类比问题解决策略的迁移进行了研究。结果表明:无论儿童年龄大小,启动掌握目标都可以有效地促进类比问题解决策略的迁移。能力知觉与回避型表现目标存在交互作用,在回避型表现目标启动条件下,能力知觉低的儿童迁移成绩较差。儿童自身的成就目标取向未对迁移产生影响。
The present study explored the transfer of analogous problem-solving strategies in second and fifth graders by using both experimental methods and questionnaires. The results showed that regardless of participants＇ grades, the mastery of goals priming could improve the transfer of analogous problem-solving strategies effectively. There was an interaction between perceived ability and performance-avoidance goals, and children with low perceived ability performed badly in the transfer task in the performance-avoidance goal priming condition. Self-reported achievement goal orientation had no significant effects on transfer.
出处
《心理科学》
CSSCI
CSCD
北大核心
2006年第5期1137-1140,共4页
Journal of Psychological Science
基金
教育部留学基金项目
