Harvey A L
Adolescence. 1975 Spring;10(37):137-42.
Stories written in response to an academic achievement cue by junior high girls were scored for imagery that reflected fear of success. Fifty-four percent contained fear-of success themes, less than previously reported for college girls. The subjects subsequently worked in a group setting as they identified mistakes in a set of pictures. Each subject kept tally of her own progress as she proceeded with the task. Fifty-eight subjects were encouraged to set goals as they worked through the pictures and found significantly more mistakes from first picture to last than the 37 subjects who received control instructions. Task response was compared to interpretation of the story cue. The subjects who wrote positive stories and received control instructions for the picture mistake task found significantly more mistakes as they progressed through the task than the subjects who wrote fear-of-success stories. No significant difference in mistake indentification was found when goal-setting instructions were given between those who had written positive stories and those who had written fear-of-success stories. Goal-setting instructions appeared to compensate for the effects of fear-of-success that many girls exhibited.
针对初中女生对学业成就提示所写的故事，根据反映对成功恐惧的意象进行评分。54%的故事包含对成功恐惧的主题，低于之前报道的大学女生的比例。随后，受试者在小组环境中识别一组图片中的错误。每个受试者在完成任务过程中记录自己的进展。58名受试者在处理图片时被鼓励设定目标，与37名接受对照指导的受试者相比，她们从第一张图片到最后一张图片发现的错误明显更多。将任务反应与对故事提示的解读进行比较。写积极故事并在图片错误任务中接受对照指导的受试者在完成任务过程中发现的错误比写对成功恐惧故事的受试者明显更多。当对写积极故事的人和写对成功恐惧故事的人都给予目标设定指导时，在错误识别方面没有发现显著差异。目标设定指导似乎弥补了许多女孩表现出的对成功恐惧的影响。
