摘要
通过对幼儿3岁半掌控动机的任务评估、5岁半入学准备能力的测验及气质的教师评定,考察了幼儿掌控动机与能力的纵向关系,及任务类型与气质在两者关系中的调节作用。结果发现:(1)探索反馈任务中,气质因素活动性-专注性具有显著调节作用。对于活动型幼儿,探索时间负向预测了认知知识,掌控感负向预测了精细动作技能和学习方式,而对于专注型幼儿,预测关系不显著;(2)挑战性任务中成功的幼儿,气质因素反应性-抑制性具有显著调节作用。对于抑制型幼儿,掌控感正向预测了精细动作技能,而对于反应型幼儿,预测关系不显著;(3)挑战性任务中失败的幼儿,气质因素活动性-专注性具有显著调节作用。对于专注型幼儿,坚持性正向预测了学习方式,而对于活动型幼儿,预测关系不显著。
The study investigated the longitudinal relation between mastery motivation and competence,and the moderating effects of types of task and temperament.Children who had been examined of mastery motivation using structured tasks at 3.5 years old were assessed of competence(skills for school readiness) using the School Readiness Test Battery-Comprehensive Version at 5.5 years old.Meanwhile,their temperament was rated using the Questionnaire of Temperament for Children Aged 3~9 by teachers.Hierarchical regressions were employed to analyze the moderating effects of types of task and temperament in motivation-competence relations.The results showed that:(1) The moderating effects of Activity-Attention were significant in the Effect-producing Task.For children of Activity Type,time of exploration predicted cognition and general knowledge negatively,and the sense of mastery predicted fine motor and approaches to learning negatively,whereas these relations were not significant for children of Attention Type;(2) The moderation effect of Reactivity-Inhibition was significant for children succeeding in Difficult Task.For children of Inhibition Type,the sense of mastery predicted fine motor positively,whereas the relation was not significant for children of Reactivity Type;(3) The moderation effect of Activity-Attention was significant for children failing in Difficult Task.For children of Attention Type,the persistence predicted approaches to learning positively,whereas the relation was not significant for children of Activity Type.
作者
刘双
李梅
冯晓杭
张向葵
LIU Shuang;LI Mei;FENG Xiaohang;ZHANG Xiangkui(Department of Psychology,School of Philosophy and Society,Jilin University,Changchun 130012;Department of Psychology,School of Teacher Education,Nanjing Xiaozhuang College,Nanjing 210017;Department of Psychology,School of Education,Changchun Normal University,Changchun 130032;School of Psychology,Northeast Normal University,Changchun 130024)
出处
《心理发展与教育》
北大核心
2023年第2期161-172,共12页
Psychological Development and Education
基金
国家社会科学基金教育学一般课题“3~6岁幼儿道德情绪发生心理机制及其培养研究”(BBA160047)。
关键词
掌控动机
能力
任务类型
气质
幼儿
mastery motivation
competence
types of task
temperament
young children
