Effects of Feedback on Motivation and Performance

反馈对动机和绩效的影响

• 批准号: 6446442
• 负责人: CLIFTON R KINLAW
• 金额: $ 2.24万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-01-01 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/6446442
• 关键词: academic achievement; age difference; attribution; behavior test; behavioral /social science research tag; developmental psychology; human subject; intelligence; middle childhood (6-11); motivation; performance; preschool child (1-5); self concept; social facilitation; social psychology; success

DESCRIPTION (provided by candidate): The primary goal of this study is to examine how differential praise affects the achievement thoughts and behaviors of children. Specifically, it addresses whether praise for effort, praise for ability, and praise for outcome yield different responses to failure in children of different ages (i.e., kindergartners and fourth graders) and whether any behavioral effects that are seen arise from similar or different thought processes in the two age groups. In the study, children of each age group will be assigned to one of four conditions that differ with respect to the type of praise given following an initial success experience: (1) raise for ability, (2) praise for effort, (3) praise for outcome, and (4) praise with no attributional component. After the initial success experience and praise manipulation, children will face a challenging ask and will be told that they have performed poorly. Children will provide ratings of their ability, emotional state, enjoyment of and motivation for performing the task, beliefs about the nature of intelligence and badness, and perceived causes of their performance. Then, we will assess children?s actual persistence and performance on a final experimental task. As part of the debriefing, children will be told their performance was misevaluated on the challenging task and that, in fact, they did very well.

描述（由候选人提供）：本研究的主要目标是 检查不同的表扬如何影响成就的想法和行为 儿童。具体来说，它涉及是否赞扬努力、赞扬 能力和对结果的赞扬会对失败产生不同的反应 不同年龄段的孩子（即幼儿园学生和四年级学生）以及 所看到的任何行为影响是否源自相似或不同 两个年龄段的思维过程。研究中，各个年龄段的孩子 小组将被分配到四个不同条件之一 初次成功经历后给予的赞扬类型：(1) 提高 (2) 对努力的表扬，(3) 对结果的表扬，(4) 对没有任何结果的表扬 归因成分。经过初步的成功体验和好评 操纵时，孩子们将面临一个具有挑战性的问题，并被告知他们 表现不佳。孩子们将对自己的能力进行评分， 情绪状态、执行任务的享受和动机、信念 关于智力和邪恶的本质，以及它们的感知原因 表现。然后，我们会评估孩子的实际坚持和表现 在最后的实验任务上。作为汇报的一部分，孩子们将被告知 他们在挑战性任务中的表现被错误评估，事实上， 他们做得很好。