Little T D, Lopez D F
Max Planck Institute for Human Development and Education, Berlin, Germany.
Dev Psychol. 1997 Jan;33(1):165-75. doi: 10.1037//0012-1649.33.1.165.
We examined whether children's (Grades 2-6) causality beliefs about school performance show similar developmental profiles across 6 distinct sociocultural settings (Los Angeles, n = 657; Tokyo, n = 817; East Berlin, n = 313; West Berlin, n = 517; Moscow, n = 551; Prague, n = 768) with the Means-Ends subscale of the tripartite Control, Agency, and Means-Ends Interview. Although previous research on these same children has shown sizable differences in their self-related agency and control-expectancy beliefs, we found markedly similar developmental patterns in their beliefs about the importance of effort, ability, luck, teachers, and unknown factors as causes of school performance. These regularities in children's implicit theories of school suggest that factors such as cognitive maturation, adaptive self-regulatory processes, and commonalities in educational goals are quite uniform influences in shaping school-related causality beliefs.
我们使用三方控制、能动性和手段-目的访谈中的手段-目的分量表，考察了2至6年级儿童对学业成绩的因果信念在6个不同社会文化背景（洛杉矶，n = 657；东京，n = 817；东柏林，n = 313；西柏林，n = 517；莫斯科，n = 551；布拉格，n = 768）中是否呈现相似的发展模式。尽管之前对这些儿童的研究表明，他们在自我相关的能动性和控制期望信念方面存在显著差异，但我们发现，在他们关于努力、能力、运气、教师和未知因素作为学业成绩原因的重要性信念方面，呈现出明显相似的发展模式。儿童关于学业的隐性理论中的这些规律表明，认知成熟、适应性自我调节过程以及教育目标的共性等因素，在塑造与学业相关的因果信念方面具有相当一致的影响。
