Phillips D A
Department of Psychology, University of Virginia, Charlottesville 22903.
Child Dev. 1987 Oct;58(5):1308-20. doi: 10.1111/j.1467-8624.1987.tb01460.x.
A sample of 81 academically competent third graders and their parents were studied (1) to determine whether the illusion of incompetence documented for fifth graders appears in younger children, (2) to examine whether parents' competence-related perceptions significantly distinguish children with varying levels of perceived academic competence, and (3) to develop a predictive model of the association between parent and child competence beliefs. More than 20% of the children--equal proportions of girls and boys--had self-perceptions that seriously underestimated their actual high abilities, and displayed a corresponding pattern of disparaging self- and other-achievement attitudes. Mothers' and fathers' perceptions of their children's abilities varied significantly with the perceived competence status of the children, as did the children's perceptions of their parents' appraisals. Using path analysis, preliminary support was found for a model in which children's perceptions of competence are influenced more by their parents' appraisals than by objective evidence of their achievements. The results are discussed in the context of research on the socialization of math attitudes and new work on parental belief systems.
对81名学业能力较强的三年级学生及其家长进行了研究：（1）以确定五年级学生中记录的能力不足错觉是否也出现在年幼的孩子身上；（2）考察家长与能力相关的认知是否能显著区分不同学业能力认知水平的孩子；（3）建立一个关于家长和孩子能力信念之间关联的预测模型。超过20%的孩子——男孩和女孩比例相等——自我认知严重低估了他们实际的高能力，并表现出相应的贬低自我和他人成就态度的模式。母亲和父亲对孩子能力的认知因孩子的能力认知状况而有显著差异，孩子对父母评价的认知也是如此。使用路径分析，初步支持了一个模型，即孩子对能力的认知更多地受到父母评价的影响，而非其成就的客观证据。将在数学态度社会化研究和家长信念系统新研究的背景下讨论这些结果。
