Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 311121, People's Republic of China; Department of Psychology, Hangzhou Normal University, Hangzhou 311121, People's Republic of China.
Department of Psychology, Hangzhou Normal University, Hangzhou 311121, People's Republic of China.
J Exp Child Psychol. 2024 May;241:105843. doi: 10.1016/j.jecp.2023.105843. Epub 2024 Jan 24.
This research, comprising three preregistered studies, investigated the link between self-efficacy and cheating on an academic test in 5- and 6-year-old children. Study 1 assessed children's general self-efficacy and found it to be unrelated to their cheating behavior. Study 2 assessed task-specific self-efficacy, which was not found to be associated with cheating. In Study 3, children were randomly assigned to either an experimental group, which received brief positive feedback on task-specific self-efficacy, or a control group, which received no feedback. The experimental group demonstrated significantly less cheating. These findings, for the first time, identify a specific connection between young children's self-efficacy and academic dishonesty and suggest that positive feedback on task-specific efficacy could be a simple effective strategy for fostering academic integrity early on.
这项研究包含三项预先注册的研究，旨在调查 5 至 6 岁儿童的自我效能感与学术考试作弊之间的联系。研究 1 评估了儿童的一般自我效能感，发现其与作弊行为无关。研究 2 评估了任务特定的自我效能感，发现其与作弊行为无关。在研究 3 中，儿童被随机分配到实验组或对照组。实验组接受了关于任务特定自我效能感的简短积极反馈，而对照组则没有接受反馈。实验组表现出的作弊行为明显较少。这些发现首次确定了幼儿自我效能感与学术不诚实之间的特定联系，并表明对任务特定效能的积极反馈可能是培养早期学术诚信的一种简单有效策略。
