Skinner E A, Schindler A, Tschechne M
Max Planck Institute for Human Development and Education, Berlin, Federal Republic of Germany.
J Pers Soc Psychol. 1990 Jan;58(1):144-55. doi: 10.1037//0022-3514.58.1.144.
Three studies examined differences between children's (ages 8-15) beliefs about the effectiveness of multiple internal and external causes for producing outcomes in their own lives versus in those of their peers. Differences specific to the school domain were found: Starting at age 11 or 12, children perceived internal causes as more important for others than for themselves; and only beliefs about the self related to perceived control. More strikingly, a sample of gifted children, who presumably receive social feedback that they are different from their peers, reported that (a) they exerted more control and possessed more ability than their peers and (b) other children knew less about the causes of school performance and had to rely more on effort and powerful others; only beliefs about the self correlated to cognitive performance. These results suggest that self-other differences are produced by both developmental change and environmental opportunities.
三项研究考察了8至15岁儿童对于自身生活与同龄人生活中多种内在和外在原因导致结果的有效性的信念差异。研究发现了学校领域特有的差异：从11岁或12岁开始，儿童认为内在原因对他人比对自己更重要；而且只有与感知到的控制相关的自我信念。更引人注目的是，一个有天赋的儿童样本，他们可能收到自己与同龄人不同的社会反馈，报告称：（a）他们比同龄人施加了更多的控制且拥有更强的能力；（b）其他儿童对学业成绩的原因了解较少，不得不更多地依赖努力和有影响力的他人；只有关于自我的信念与认知表现相关。这些结果表明，自我与他人的差异是由发展变化和环境机会共同产生的。
