VU University, Amsterdam, The Netherlands.
J Soc Psychol. 2010 Sep-Oct;150(5):428-51. doi: 10.1080/00224540903366743.
The current study aims to further investigate earlier established advantages of an error mastery approach over an error aversion approach. The two main purposes of the study relate to (1) self-regulatory traits (i.e., goal orientation and action-state orientation) that may predict which error approach (mastery or aversion) is adopted, and (2) proximal, psychological processes (i.e., self-focused attention and failure attribution) that relate to adopted error approach. In the current study participants' goal orientation and action-state orientation were assessed, after which they worked on an error-prone task. Results show that learning goal orientation related to error mastery, while state orientation related to error aversion. Under a mastery approach, error occurrence did not result in cognitive resources "wasted" on self-consciousness. Rather, attention went to internal-unstable, thus controllable, improvement oriented causes of error. Participants that had adopted an aversion approach, in contrast, experienced heightened self-consciousness and attributed failure to internal-stable or external causes. These results imply that when working on an error-prone task, people should be stimulated to take on a mastery rather than an aversion approach towards errors.
本研究旨在进一步探讨错误掌握方法相对于错误回避方法的早期优势。研究的两个主要目的涉及到（1）可能预测采用哪种错误方法（掌握或回避）的自我调节特质（即目标导向和行动状态导向），以及（2）与采用的错误方法相关的近端心理过程（即自我关注和失败归因）。在本研究中，参与者的目标导向和行动状态导向得到了评估，之后他们完成了一项容易出错的任务。结果表明，学习目标导向与错误掌握相关，而状态导向与错误回避相关。在掌握方法下，错误发生不会导致认知资源“浪费”在自我意识上。相反，注意力集中在内部不稳定的、因此可控制的、以错误为导向的改进上。相比之下，采用回避方法的参与者经历了更高的自我意识，并将失败归因于内部稳定或外部原因。这些结果表明，当人们在完成一项容易出错的任务时，应该鼓励他们采取掌握而非回避的方法来对待错误。
