Chapman M, Skinner E A
Max Planck Institute for Human Development and Education.
Child Dev. 1989 Oct;60(5):1229-38.
In order to understand how children's beliefs and cognitive performance vary according to development in their conceptions of effort and ability, 120 fourth and sixth graders were given the following assessments: (a) a measure of agency beliefs, defined as the extent to which persons believe they have access to certain classes of potential means, including effort, ability, powerful others, and luck; (b) a battery of intelligence test scales, including figural patterns, letter series, arithmetic, and spelling; (c) an interview designed to assess developmental levels in conceptions of effort and ability. Correlations between intelligence scores and agency beliefs for effort decreased with increasing levels of reasoning about effort and ability, but correlations between intelligence scores and agency beliefs for ability increased with increasing levels of reasoning. No such trends were found in correlations between performance and agency beliefs for luck or for unknown causes. The results are discussed in terms of the interaction between individual differences and developmental change.
为了了解儿童的信念和认知表现如何根据他们对努力和能力概念的发展而变化，120名四年级和六年级学生接受了以下评估：（a）一种行为主体信念测量，定义为人们相信自己能够获得某些潜在手段的程度，包括努力、能力、有影响力的他人和运气；（b）一系列智力测试量表，包括图形模式、字母序列、算术和拼写；（c）一次旨在评估努力和能力概念发展水平的访谈。随着对努力和能力推理水平的提高，智力分数与努力行为主体信念之间的相关性降低，但智力分数与能力行为主体信念之间的相关性随着推理水平的提高而增加。在表现与运气或未知原因的行为主体信念之间的相关性中未发现此类趋势。根据个体差异与发展变化之间的相互作用对结果进行了讨论。
