Chamorro-Premuzic Tomas, Harlaar Nicole, Greven Corina U, Plomin Robert
Goldsmiths, University of London, Department of Psychology, New Cross, SE14 6NW, United Kingdom.
Mind Research Network, 1101 Yale Blvd NE, Albuquerque, NM 87106, USA.
Intelligence. 2010 Jul;38(4):385-392. doi: 10.1016/j.intell.2010.05.002.
This paper examines the longitudinal causal relationship between self-perceived abilities (SPA) and academic achievement (Ach) while controlling for cognitive ability (CA). In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age 12, even when CA was considered. Moreover the effects of previous Ach on subsequent SPA were of similar magnitude to the effects of prior SPA on subsequent Ach, suggesting that the link between SPA and Ach independent of CA is reflective of both "insight" (children's accounts of their previous performance) and self-efficacy (the self-fulfilling or motivational effects of self-beliefs). Practical and theoretical implications for the study of SPA are discussed.
本文在控制认知能力（CA）的同时，研究了自我感知能力（SPA）与学业成绩（Ach）之间的纵向因果关系。共有5957名英国学童在9岁和12岁时接受了关于SPA、Ach和CA的评估。结果表明，即使考虑了CA，9岁时的SPA和Ach也会独立影响12岁时的SPA和Ach。此外，先前的Ach对后续SPA的影响与先前的SPA对后续Ach的影响大小相似，这表明独立于CA的SPA和Ach之间的联系反映了“洞察力”（儿童对其先前表现的描述）和自我效能感（自我信念的自我实现或激励作用）。文中讨论了该研究对SPA研究的实践和理论意义。
