中美大学生内隐智力观和学习目标的比较研究.docVIP

中美大学生内隐智力观和学习目标的比较研究 牟书 Marion Eppler （北京联合大学师范学院心理学系） （美国东卡罗莱纳大学心理系） 摘 要 本研究采用Dweck的内隐智力稳定性问卷和学习目标问卷，比较了195名美国大学生和200名中国大学生的内隐智力稳定性和学习目标。结果发现：（1）美国学生比中国学生更倾向于认为智力是可增长的；（2）中国学生比美国学生更多地将学业失败归因于智力和运气，美国学生比中国学生更多地将失败归因于学习策略；（3）中国学生在表现趋近、表现回避、掌握目标上均弱于美国学生；（4）对于美国学生来说，越认为内隐智力是稳定的，表现目标和掌握目标就越强，中国学生的内隐智力稳定观则与学习目标无关。 关键词： 内隐智力观 学习目标 American and Chinese students’ implicit intelligence theory and learning goals Mou Shu ,Marion Eppler Psychology department, Teachers’ college, Beijing Union University Psychology department, East Carolina University Abstract The present study investigated 195 American college students and 200 Chinese college students with Dweck’s implicit intelligence theory questionnaire and learning goals questionnaire. The results showed: (1)American students view intelligence as more malleable than Chinese students; (2)Compared with American students, Chinese students attribute academic failure more to intelligence and luck ,less to study strategy. (3) Chinese students’ performance approach goal, performance avoid goal and master goal are weaker than USA students’. (4) For American students, the stronger one’s belief that intelligence is malleable, the higher performance goals and mastery goals. Chinese students’ intelligence theory is unrelated to learning goals. Keywords: implicit intelligence theory learning goals