非依随性强化、任务难度对自我妨碍行为的影响研究
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摘要
本文在阅读了大量中英文关于自我妨碍问题研究文献的基础上,对自我妨碍的概念、研究方法和理论,以及对当前国内外关于自我妨碍问题研究的现状进行了综述,并针对有争论的问题设计了相应的实验予以验证和解决。
本实验的目的是考察非依随性强化比率和任务难度对大学生采用自我妨碍行为的影响作用。本研究采取E-Prime编程实验任务—实验室施测的模式,对东北师范大学和延边大学两所学校的学生进行随机性选取,施测过程中,通过控制非依随强化的不同比率使被试对自己能否完成任务产生不确定感觉,以考察被试在不同的成败经验、任务难度下,自我妨碍行为的变化有何规律。
结果表明:
1、随着非依随性强化比率的正确率由低到高,在成功率更大一些的情境中,被试会会采取更多的自我妨碍行为;在失败率更大一些的情境中,同样会采取较多的自我妨碍行为;而在中间比率的情境中,大多不会采取自我妨碍行为。
2、任务难度对自我妨碍行为的主效应不显著,即无论任务难度的高低水平如何,都能够引起自我妨碍行为。
3、自陈式自我妨碍与行为式自我妨碍具有不一致性。
4、性别因素与非依随性强化比率对自我妨碍行为的影响存在明显的交互作用,成功率极高的情境下,女生明显要比男生更多地采用自我妨碍行为。
5、在自我妨碍类型的选择上,男生比女生更多采取行动式自我妨碍行为。
Based on lots of references of self-handicapping betweetn domestic and foreign, this article summarizes the development on the concepts,research methods,theories,as well as the status of self-handicapping problem research in these days. Then we make a thorough analysis towards the argues that the researchers focus on and try to design the corresponding experiment to confirm and the solve these problems.
The purpose of this study were to assess the influnce of noncontingent reinforcement and task’s difficulty on self-handicapping behaviour. This research adopts E-Prime which is a experiment duty programming– laboratory implementation mode, 144 grduates from Northeast normal university and Yanbian university were assigned randomly, Executes measured in the processing, in order to cause indefinite feeling,whether to try to complete the duty oneself , through the control of different ratio about noncontingent reinforcement , inspects the rule of self- handicapping behavior change under the different success or failure experience.
The result indicated that,
1. Along with the correct rate of noncontingent reinforcement is from low to high,under the situation of noncontingent sucsess,the subjects were apt to adopt the more self- handicapping behavior; under the situation of noncontingent defeat, similarly can adopt more self-handicapping behavior; however, in the middle ratio situation, mostly cannot adopt the self-handicapping behavior.
2. Regardless of the task’s difficulty, all is to cause self- handicapping behavior easyly.
3.Behavior self-handicapping and self-reported self-handicapping had the nonuniformity.
4. The Sex factor and noncontingent reinforcement, existence obvious correlation to the self- handicapping behavior, under the situation of the success ratio is extremely high, the female more uses the self- hindrance behavior.
5. Compared to the female,in choosing the kind of self- handicapping behavior , the male adopts the type of behavior self- handicapping behavior morely.
本实验的目的是考察非依随性强化比率和任务难度对大学生采用自我妨碍行为的影响作用。本研究采取E-Prime编程实验任务—实验室施测的模式,对东北师范大学和延边大学两所学校的学生进行随机性选取,施测过程中,通过控制非依随强化的不同比率使被试对自己能否完成任务产生不确定感觉,以考察被试在不同的成败经验、任务难度下,自我妨碍行为的变化有何规律。
结果表明:
1、随着非依随性强化比率的正确率由低到高,在成功率更大一些的情境中,被试会会采取更多的自我妨碍行为;在失败率更大一些的情境中,同样会采取较多的自我妨碍行为;而在中间比率的情境中,大多不会采取自我妨碍行为。
2、任务难度对自我妨碍行为的主效应不显著,即无论任务难度的高低水平如何,都能够引起自我妨碍行为。
3、自陈式自我妨碍与行为式自我妨碍具有不一致性。
4、性别因素与非依随性强化比率对自我妨碍行为的影响存在明显的交互作用,成功率极高的情境下,女生明显要比男生更多地采用自我妨碍行为。
5、在自我妨碍类型的选择上,男生比女生更多采取行动式自我妨碍行为。
Based on lots of references of self-handicapping betweetn domestic and foreign, this article summarizes the development on the concepts,research methods,theories,as well as the status of self-handicapping problem research in these days. Then we make a thorough analysis towards the argues that the researchers focus on and try to design the corresponding experiment to confirm and the solve these problems.
The purpose of this study were to assess the influnce of noncontingent reinforcement and task’s difficulty on self-handicapping behaviour. This research adopts E-Prime which is a experiment duty programming– laboratory implementation mode, 144 grduates from Northeast normal university and Yanbian university were assigned randomly, Executes measured in the processing, in order to cause indefinite feeling,whether to try to complete the duty oneself , through the control of different ratio about noncontingent reinforcement , inspects the rule of self- handicapping behavior change under the different success or failure experience.
The result indicated that,
1. Along with the correct rate of noncontingent reinforcement is from low to high,under the situation of noncontingent sucsess,the subjects were apt to adopt the more self- handicapping behavior; under the situation of noncontingent defeat, similarly can adopt more self-handicapping behavior; however, in the middle ratio situation, mostly cannot adopt the self-handicapping behavior.
2. Regardless of the task’s difficulty, all is to cause self- handicapping behavior easyly.
3.Behavior self-handicapping and self-reported self-handicapping had the nonuniformity.
4. The Sex factor and noncontingent reinforcement, existence obvious correlation to the self- handicapping behavior, under the situation of the success ratio is extremely high, the female more uses the self- hindrance behavior.
5. Compared to the female,in choosing the kind of self- handicapping behavior , the male adopts the type of behavior self- handicapping behavior morely.
引文
[1]Berglas S,Jones E E.Drug choice as a self-handicapping strategy in response to noncontingent success[J]. Journal of personality and social psychology.1978,36.(2) :405-417
[2]Andrew.J.Elliot & Marcy. A.Church. ( 2003).A motivational analysis of defensive pessimism and self-handicapping.Journal of Personality .71,3 , June.
[3]Hirt E R, Deppe R K & Gordon L J. Self-reported versus be-havioral self-handicapping:Empirical evidence for a theoretical distingction[J]Journal of personality and social osychology,1991,(61):981-991
[4]Carol Midgley &Tim urban .Acdemic Self-handicapping and achievement goals:A further
[5]Covington M V. Making the grade:A self-worth perspective on motivation and school Examination.Contemporary Educational Psychology 26,61-75(2001)
[6]Kelley H H. Attribution in Social Interaction Morristown[M].NJ:Gemal Learning Press,1971
[7]Shepperd J A,Arkin R M.Behavioral other-enhancement:Strategically obscuring the link between performance and evaluation[J].Journal of personality and social pasychology,1991,61:981-991
[8]Carol Miderly, Revathy Arunkumar & Timothy C Urban.“If I don’t do well tomorrow ,there’s a reason:predictors of adolescents use of academic self-handicap Ping strategies[J].Journal of educational Psychology,2001,132(1):23-27
[9]Carol Midgley,Julianne C. Turner, Debra K. Meyer, Margaret Gheen, Eric M. Anderman, Yongjin Kang and Helen Patrick. The Classroom Environment and Students' Reports of Avoidance Strategies in Mathematics. Journal of Educational Psychology, Volume 94, Issue 1, March 2002, Pages 88-106
[10] Sean McCrea & Edward R Hirt. the role of ability judgements in self-handicapping[J]. Personality and Social Psychology Bulleitin,2001,27(10):378-389
[11]Carolyn B.Murray M & Robert Warden.Implications of self-handicapping strategies for Academic achievement: reconceptualization [J]. The Journal of social psychology,2001,132(1):23-27
[12]Crant J M &Bateman T S.Assignment of credit and blame for performance outcomes[J].Aademy of Management Journal,1993,(36):7-27
[13]Luginbuhl J & Palmer R.Impression management aspects of self-handicapping:Positive and negative effects[J].Personality and Social Psychology Bulletin,1991,(17):655-662
[14]Midgley,C.,& Urdan,T.(1995).Predictors of middle school students’ use of self-handicapping strategies.Journal of Early Adolescence,15,389-411.
[15]Carol Midgley & Tim Urdan(2001).Academic self-handicapping and achievement goals:A further examination Contemporary Educational Psychology 26. 61-75.
[16]Midgley C.& Urdan T.Academic self-handicapping:What we know ,what more there is to learn .Educational Psychology Review,2001,13(2):115-138
[17]Arkin,R.M.The self in self-handicapping:differential effects of public and private internal audiences.
[18]Rhodewalt F,Morf C,Hazlett S & Fairfield M.Self-handicapping:the role of discounting and auge mentantion in the preservation of self-esteem[J].Journal of Personality and Social Psychology,1991,(61):121-131
[19]Urdan,T.,Midgey,C.,& Anderman,E.The role of classroom goal structure in students’Use of self-handicapping strategies.American Education Research Journal,1998,35:101-122
[20]Lisa N.Britton,James E.Carr,Karen Kate Kellum,Claudia l.Dozier,Timothy M.weil(2000).A variation of noncongtingent reinforcement in the treatment of aberrant behavior. Research in Developmental Disabilities. 21(2000)425-435.
[21]Thompson,T. Underachieving to protectself-worth: theory, research and interventions[M].Aldershot:Ashgate,1999
[22] Ted Thomposon.Re-examining the effects of noncontingent success on self- handicapping behaviour.British Joutnal of Educational Psychology(2004).74.239-260
[23]Thompson & Ted. self-worth protection:reviewd and implications for the classroom[J].Educational Review ,1994.46(3)
[24]Thompson T, Hepburn J. Causal uncertainty, claimed and behavioural self-handicapping. The British journal of educational psychology 2003; 73: 247-266.
[25]Thompson T, Richardson A. Self-handicapping status, claimed self-handicaps and Reduced practice effort following success and failure feedback. The British journal Of educational psychology 2001; 71: 151-170.
[26]Covington,M.V.,Making the grade:A self-worth perspective on motivation and school reform.1992
[27]Covington,M.V.,The motive for self-worth,AmesR., AmesC,(Ed)Research on motivation in education,(1984),Academic Press,Orlando
[28]Briony D.Pulford,Angela Johnson,May Awaida.A cross-cultural study of predictiors of self-handicapping in unibersity students.Personality and Indibidual Differences 39(2005)727-737
[29]Phyllis A.Siegel,Joanne Scillitoe,Rochelle Parks-Yancy.Reducing the tendency to self-handicapping:the effect of self-sffirmation.Journal of Experimental Social Psychology 41(2005)589-597
[30]Jeffrey P.Dorman,Joan E.Adams,Janet M.ferguson.Psychosocial environment and student self-handicapping in secondary school Mathematics classes:A cross-natioanal study.
[31]Janet M.Ferguson,Canisius College,Jeffrey P.Dorman.The learning environment s,elf-handicapping,and Canadian hign school Mathematics students.Canadian Journal of science,mathmatics and technology education.(2003)323-331
[32]李晓东,袁冬华,孟威佳.国外关于自我妨碍的研究进展.东北师大学报.2004 年第 4期.131-136
[33]张雪红,瞿笑颜.青少年自我价值保护策略及相关因素的研究.北京科技大学学报.2005年第 21 卷.41-44
[34]李春方.成就情景中的自我妨碍研究述评.宁波大学学报.2004 年 2 月第 26 卷.42-50
[35]李晓东,林崇德.学业求助与求助策略:与个人目标结构、课堂环境和文化因素(中国)的关系研究。心理发展与教育,2001,17(2):1-6
[36]沈烈敏(2005).关于学生自我妨碍等策略及相关研究的综述,心理科学,第 28 卷,第4 期.
[37]李晓东等(2003).课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍,心理科学,第 26 卷,第 4 期.
[2]Andrew.J.Elliot & Marcy. A.Church. ( 2003).A motivational analysis of defensive pessimism and self-handicapping.Journal of Personality .71,3 , June.
[3]Hirt E R, Deppe R K & Gordon L J. Self-reported versus be-havioral self-handicapping:Empirical evidence for a theoretical distingction[J]Journal of personality and social osychology,1991,(61):981-991
[4]Carol Midgley &Tim urban .Acdemic Self-handicapping and achievement goals:A further
[5]Covington M V. Making the grade:A self-worth perspective on motivation and school Examination.Contemporary Educational Psychology 26,61-75(2001)
[6]Kelley H H. Attribution in Social Interaction Morristown[M].NJ:Gemal Learning Press,1971
[7]Shepperd J A,Arkin R M.Behavioral other-enhancement:Strategically obscuring the link between performance and evaluation[J].Journal of personality and social pasychology,1991,61:981-991
[8]Carol Miderly, Revathy Arunkumar & Timothy C Urban.“If I don’t do well tomorrow ,there’s a reason:predictors of adolescents use of academic self-handicap Ping strategies[J].Journal of educational Psychology,2001,132(1):23-27
[9]Carol Midgley,Julianne C. Turner, Debra K. Meyer, Margaret Gheen, Eric M. Anderman, Yongjin Kang and Helen Patrick. The Classroom Environment and Students' Reports of Avoidance Strategies in Mathematics. Journal of Educational Psychology, Volume 94, Issue 1, March 2002, Pages 88-106
[10] Sean McCrea & Edward R Hirt. the role of ability judgements in self-handicapping[J]. Personality and Social Psychology Bulleitin,2001,27(10):378-389
[11]Carolyn B.Murray M & Robert Warden.Implications of self-handicapping strategies for Academic achievement: reconceptualization [J]. The Journal of social psychology,2001,132(1):23-27
[12]Crant J M &Bateman T S.Assignment of credit and blame for performance outcomes[J].Aademy of Management Journal,1993,(36):7-27
[13]Luginbuhl J & Palmer R.Impression management aspects of self-handicapping:Positive and negative effects[J].Personality and Social Psychology Bulletin,1991,(17):655-662
[14]Midgley,C.,& Urdan,T.(1995).Predictors of middle school students’ use of self-handicapping strategies.Journal of Early Adolescence,15,389-411.
[15]Carol Midgley & Tim Urdan(2001).Academic self-handicapping and achievement goals:A further examination Contemporary Educational Psychology 26. 61-75.
[16]Midgley C.& Urdan T.Academic self-handicapping:What we know ,what more there is to learn .Educational Psychology Review,2001,13(2):115-138
[17]Arkin,R.M.The self in self-handicapping:differential effects of public and private internal audiences.
[18]Rhodewalt F,Morf C,Hazlett S & Fairfield M.Self-handicapping:the role of discounting and auge mentantion in the preservation of self-esteem[J].Journal of Personality and Social Psychology,1991,(61):121-131
[19]Urdan,T.,Midgey,C.,& Anderman,E.The role of classroom goal structure in students’Use of self-handicapping strategies.American Education Research Journal,1998,35:101-122
[20]Lisa N.Britton,James E.Carr,Karen Kate Kellum,Claudia l.Dozier,Timothy M.weil(2000).A variation of noncongtingent reinforcement in the treatment of aberrant behavior. Research in Developmental Disabilities. 21(2000)425-435.
[21]Thompson,T. Underachieving to protectself-worth: theory, research and interventions[M].Aldershot:Ashgate,1999
[22] Ted Thomposon.Re-examining the effects of noncontingent success on self- handicapping behaviour.British Joutnal of Educational Psychology(2004).74.239-260
[23]Thompson & Ted. self-worth protection:reviewd and implications for the classroom[J].Educational Review ,1994.46(3)
[24]Thompson T, Hepburn J. Causal uncertainty, claimed and behavioural self-handicapping. The British journal of educational psychology 2003; 73: 247-266.
[25]Thompson T, Richardson A. Self-handicapping status, claimed self-handicaps and Reduced practice effort following success and failure feedback. The British journal Of educational psychology 2001; 71: 151-170.
[26]Covington,M.V.,Making the grade:A self-worth perspective on motivation and school reform.1992
[27]Covington,M.V.,The motive for self-worth,AmesR., AmesC,(Ed)Research on motivation in education,(1984),Academic Press,Orlando
[28]Briony D.Pulford,Angela Johnson,May Awaida.A cross-cultural study of predictiors of self-handicapping in unibersity students.Personality and Indibidual Differences 39(2005)727-737
[29]Phyllis A.Siegel,Joanne Scillitoe,Rochelle Parks-Yancy.Reducing the tendency to self-handicapping:the effect of self-sffirmation.Journal of Experimental Social Psychology 41(2005)589-597
[30]Jeffrey P.Dorman,Joan E.Adams,Janet M.ferguson.Psychosocial environment and student self-handicapping in secondary school Mathematics classes:A cross-natioanal study.
[31]Janet M.Ferguson,Canisius College,Jeffrey P.Dorman.The learning environment s,elf-handicapping,and Canadian hign school Mathematics students.Canadian Journal of science,mathmatics and technology education.(2003)323-331
[32]李晓东,袁冬华,孟威佳.国外关于自我妨碍的研究进展.东北师大学报.2004 年第 4期.131-136
[33]张雪红,瞿笑颜.青少年自我价值保护策略及相关因素的研究.北京科技大学学报.2005年第 21 卷.41-44
[34]李春方.成就情景中的自我妨碍研究述评.宁波大学学报.2004 年 2 月第 26 卷.42-50
[35]李晓东,林崇德.学业求助与求助策略:与个人目标结构、课堂环境和文化因素(中国)的关系研究。心理发展与教育,2001,17(2):1-6
[36]沈烈敏(2005).关于学生自我妨碍等策略及相关研究的综述,心理科学,第 28 卷,第4 期.
[37]李晓东等(2003).课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍,心理科学,第 26 卷,第 4 期.