Nelson-Le Gall S, Kratzer L, Jones E, DeCooke P
Learning Research and Development Center, University of Pittsburgh, PA 15260.
J Exp Child Psychol. 1990 Apr;49(2):245-63. doi: 10.1016/0022-0965(90)90057-f.
The present research examined the role of self-assessment of performance on children's use of help-seeking as an achievement strategy. In two experiments, third- and fifth-grade children were blocked into low and high verbal skill groups. Children performed a multitrial verbal task in which they were required to indicate their confidence in the correctness of their tentative solution and then were given the opportunity to seek help before providing a final solution on each trial. The second experiment differed from the first in that subjects were provided with a common motivation for seeking help. Subjects' confidence in the correctness of their solution was found to influence both the frequency and type of help sought. High task-related skill was associated with the discriminating use of help-seeking as an achievement strategy, especially among boys. Also, both the frequency and type of help sought varied with self-assessments for older children more than for younger children. Findings are discussed in terms of grade and sex differences in the use of internally based cues for performance evaluation. The importance of accounting for the interplay of children's age and task specific skill with achievement-related goals is stressed.
本研究考察了对表现的自我评估在儿童将寻求帮助作为一种成就策略的运用中所起的作用。在两项实验中，三年级和五年级的儿童被分为语言技能低和高的组。儿童进行一项多轮的语言任务，在每一轮中，他们需要表明对自己暂定答案正确性的信心，然后在给出最终答案之前有机会寻求帮助。第二项实验与第一项的不同之处在于，为受试者提供了寻求帮助的共同动机。研究发现，受试者对自己答案正确性的信心会影响寻求帮助的频率和类型。高任务相关技能与作为成就策略有区别地运用寻求帮助相关，尤其是在男孩中。此外，对于年龄较大的儿童，寻求帮助的频率和类型随自我评估的变化比年龄较小的儿童更大。研究结果从使用基于内部的线索进行表现评估的年级和性别差异方面进行了讨论。强调了考虑儿童年龄、任务特定技能与成就相关目标之间相互作用的重要性。
