DEVELOPMENT OF ACHIEVEMENT-RELATED EMOTIONS

与成就相关的情绪的发展

基本信息

批准号：
3380589
负责人：
DEBORAH J STIPEK
金额：
$ 4.4万
依托单位：
UNIVERSITY OF CALIFORNIA LOS ANGELES
依托单位国家：
美国
项目类别：
财政年份：
1987
资助国家：
美国
起止时间：
1987-04-01 至 1989-09-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/3380589
关键词：
academic achievement child behavior child psychology cognition emotions face expression interview middle childhood (6-11) performance posture preschool child (1-5)

项目摘要

Developmental change in children's experience, expression, and understanding of achievement-related emotions will be investigated in the proposed research. The research is based on a cognitive-evaluation model of emotions: emotional experiences are assumed to become increasingly differentiated with age in part because the underlying cognitive constructs become more differentiated. In the first set of studies behaviors--including facial expressions and postural cues--presumed to reflect pride and shame are examined in children aged one-and-a-half to four years. Achievement-related situations are systematically varied to provide evidence on the early emergence of pride and shame in situations in which success and failure are defined by task-intrinsic criteria, the difficult level of the task, and social comparison. The second set of studies concerns developmental change in the situational variables associated with the experience of achievement-related emotions. The studies address developmental questions based on an attribution model of emotions. The first study employs vignettes to provide information on children's judgments about the relationships between emotional responses (pride, shame, guilt, happiness, sadness, gratitude, surprise) and causal attributions (luck, ability, effort, other's help). The second study extends the first by studying the same emotional responses in a real achievement task situation. The studies have practical as well as theoretical value. Children spend a considerable portion of their time in achievement settings and their emotional experiences in those settings have important implications for their mental health and well-being and their school achievement.

儿童的经验，表情和对成就相关情绪的理解将在拟议的研究。该研究基于认知评估模型情绪：假定情感体验变得越来越多随着年龄的一部分而区分，因为潜在的认知结构变得更加差异。在第一组研究中行为 - 包括面部表情和姿势提示 - 在一个半年龄的儿童中检查了自豪感和羞耻感四年。与成就相关的情况有系统地不同于提供有关在这种情况下的骄傲和羞耻的早期出现的证据任务intrinsic标准定义了哪些成功和失败，任务的困难和社会比较。第二组研究涉及情况变量的发展变化与与成就相关的情绪的经验相关。这研究根据一个基于归因模型的发展问题情绪。第一个研究采用小插曲来提供有关儿童关于情感反应之间关系的判断（骄傲，羞耻，内gui，幸福，悲伤，感恩，惊喜）和因果关系归因（运气，能力，努力，其他帮助）。第二项研究通过研究真实的情感反应来扩展第一个成就任务情况。研究具有实用和理论价值。孩子们花了很大一部分时间成就设置及其在这些环境中的情感经历对他们的心理健康和福祉及其的重要影响学校成就。