Pomerantz E M, Ruble D N
Department of Psychology, University of Illinois, Champaign 61820, USA.
Child Dev. 1997 Dec;68(6):1165-80.
Three separate lines of research have suggested that conceptions of ability may play a key role in the development of self-evaluation. Each line has focused on a different dimension of conceptions of ability: conceptions of ability as uncontrollable, conceptions of ability as constant, and conceptions of ability as capacity. Unfortunately, there has been little attention to the convergences and divergences among the 3 dimensions. The present study examined this issue in 236 second- through fifth-grade children. Children indicated the extent to which they conceived of ability as uncontrollable, as constant, and as capacity. Two forms of self-evaluation (performance following failure and the extent to which self-perceptions of competence converge with external indicators of competence) were investigated. In addition, cognitive competence was assessed. The near-zero correlations, 3-factor solution yielded by confirmatory factor analysis, variability in age-related differences, differential links to cognitive competence, and diverse forms of self-evaluation among the 3 dimensions suggested that the 3 are relatively distinct, and that they may play different roles in the development of self-evaluation. Moreover, the 3 dimensions appear to interact with one another to influence self-evaluation.
三条独立的研究线索表明，能力观念可能在自我评估的发展中起关键作用。每条线索都聚焦于能力观念的一个不同维度：不可控的能力观念、恒定的能力观念以及作为能力的能力观念。不幸的是，很少有人关注这三个维度之间的异同。本研究在236名二至五年级的儿童中考察了这个问题。孩子们指出了他们在多大程度上将能力视为不可控、恒定以及作为能力的程度。研究了两种自我评估形式（失败后的表现以及能力的自我认知与能力的外部指标的趋同程度）。此外，还评估了认知能力。验证性因素分析得出的近乎零的相关性、三因素解决方案、年龄相关差异的变异性、与认知能力的差异联系以及这三个维度之间不同形式的自我评估表明，这三个维度相对不同，并且它们可能在自我评估的发展中发挥不同的作用。此外，这三个维度似乎相互作用以影响自我评估。
