Wang Kenneth T, Fu Chu-Chun, Rice Kenneth G
Department of Educational, School, and Counseling Psychology.
Department of Psychology, University of Florida.
Sch Psychol Q. 2012 Jun;27(2):96-108. doi: 10.1037/a0029215.
We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S. school district. A significant three-way interaction effect was found among discrepancy, mastery goals, and CSW-A on academic self-efficacy. The findings suggest that having high mastery goals served as a protective factor against the negative impact of discrepancy on academic efficacy for gifted students, but only for those with low CSW-A. For gifted students with elevated CSW-A, discrepancy was not negatively associated with academic self-efficacy, regardless of their level of mastery goals. The implications for these findings are discussed.
我们考察了掌握目标和学业自我价值感的学业偶然性（CSW-A）对完美主义差异如何与美国中西部郊区学区初高中资优学生的学业效能和生活满意度相关联的调节作用。本研究的参与者是来自美国中西部郊区一个学区6至12年级的144名资优学生。在差异、掌握目标和CSW-A之间发现了一个关于学业自我效能的显著三向交互效应。研究结果表明，对于资优学生来说，拥有高掌握目标是防止差异对学业效能产生负面影响的一个保护因素，但仅适用于那些CSW-A较低的学生。对于CSW-A较高的资优学生，差异与学业自我效能并无负相关，无论其掌握目标水平如何。我们还讨论了这些研究结果的意义。
