Eskreis-Winkler Lauren, Shulman Elizabeth P, Young Victoria, Tsukayama Eli, Brunwasser Steven M, Duckworth Angela L
Psychology Department, University of Pennsylvania.
Psychology Department, Brock University.
J Pers Soc Psychol. 2016 Nov;111(5):728-744. doi: 10.1037/pspp0000074.
Deliberate practice leads to world-class excellence across domains. In the current investigation, we examined whether psychologically "wise" interventions targeting expectancies and values-stock antecedents of ordinary effortful behaviors-could motivate nonexperts to engage in deliberate practice and improve their achievement. As a preliminary, we developed and validated a novel task measure of deliberate practice and confirmed its association with (a) expectancy-value beliefs, and (b) achievement in the nonexpert setting (Study 1). Next, across 4 longitudinal, randomized-controlled, field experiments, we intervened. Among lower-achievers, wise deliberate practice interventions improved math performance for 5th and 6th graders (Study 2), end-of-semester grades for undergraduates (Study 3), and end-of-quarter grades for 6th graders (Study 4); the same pattern of results emerged in end-of-quarter grades for 7th graders (Study 5). Following the intervention, expectancy-value beliefs and deliberate practice improved for 1 month (Study 4), but not 4 (Study 5). Treatment proved beneficial over and above 2 control conditions: 1 that taught standard study skills (Studies 2 and 3), and 1 that discussed deep interests, generalized motivation, and high achievement (Studies 4 and 5). Collectively, these findings provide preliminary support for the heretofore untested hypothesis that deliberate practice submits to the same laws that govern typical forms of effortful behavior, and that wise interventions that tap into these laws can spur short-term gains in adaptive beliefs, deliberate practice, and objectively measured achievement. (PsycINFO Database Record
刻意练习能带来各领域的世界级卓越成就。在当前的调查中，我们研究了针对普通努力行为的期望和价值观等心理“明智”干预措施是否能激励非专家进行刻意练习并提高他们的成绩。作为初步研究，我们开发并验证了一种新颖的刻意练习任务测量方法，并确认了它与（a）期望 - 价值信念以及（b）非专家环境中的成绩之间的关联（研究1）。接下来，在4项纵向、随机对照的现场实验中，我们进行了干预。在成绩较差的学生中，明智的刻意练习干预提高了五年级和六年级学生的数学成绩（研究2）、本科生的学期末成绩（研究3）以及六年级学生的季度末成绩（研究4）；七年级学生的季度末成绩也出现了相同的结果模式（研究5）。干预后，期望 - 价值信念和刻意练习在1个月内有所改善（研究4），但在4个月时没有改善（研究5）。与两种对照条件相比，治疗被证明是有益的：一种对照条件教授标准学习技能（研究2和3），另一种对照条件讨论浓厚兴趣、广义动机和高成就（研究4和5）。总体而言，这些发现为一个此前未经检验的假设提供了初步支持，即刻意练习遵循与典型努力行为相同的规律，并且利用这些规律的明智干预措施可以在适应性信念、刻意练习和客观测量的成绩方面带来短期提升。（PsycINFO数据库记录）
