Wagner B M, Phillips D A
Department of Psychology, Catholic University of America, Washington, DC 20064.
Child Dev. 1992 Dec;63(6):1380-91.
Examined the relations of parent and child behaviors with children's perceptions of their academic competence. 74 high-achieving third-grade children, with varying levels of perceived academic competence, were observed working with mothers and fathers both on solvable tasks (Period 1) and during a period that included some unsolvable tasks (Period 2). Results indicated that children's perceived academic competence was positively related to father warmth, both at Period 1 and at Period 2. Children's perceived academic competence was also positively related to their own behavior when working with fathers at Period 2. Specifically, children with higher perceived academic competence showed more emotional restraint and were more self-reliant when working on tasks at Period 2 than were children with lower perceived academic competence. The results indicate that there are systematic, observable correlates of children's self-reports of their perceived academic competence.
研究了亲子行为与儿童对自己学业能力认知之间的关系。观察了74名学业成绩优异的三年级儿童，他们对学业能力的认知水平各不相同，在解决问题的任务（第一阶段）以及包含一些无法解决问题的阶段（第二阶段）与父母一起工作。结果表明，在第一阶段和第二阶段，儿童对学业能力的认知与父亲的温暖程度呈正相关。在第二阶段与父亲一起工作时，儿童对学业能力的认知也与他们自己的行为呈正相关。具体而言，在第二阶段处理任务时，与学业能力认知较低的儿童相比，学业能力认知较高的儿童表现出更多的情绪克制且更自立。结果表明，儿童对自己学业能力认知的自我报告存在系统的、可观察到的相关因素。
