自我提高还是自我增强?解释水平理论的观点

孙晓玲 李晓文

心理科学 ›› 2012, Vol. 35 ›› Issue (2) : 264-269.

中文  |  English
心理科学 ›› 2012, Vol. 35 ›› Issue (2) : 264-269.
基础、实验与工效

自我提高还是自我增强?解释水平理论的观点

  • 孙晓玲1,李晓文2
作者信息 +

Enhance or improve? A temporal construal approach

  • 1, 2
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文章历史 +

摘要

以概念启动和情境启动的方式分别激活了可能自我知觉和当前自我知觉,借以检验对自我提高动机和自我增强动机的影响。结果发现:(1)相对于当前自我,可能自我启动后,个体对自我的评价更低,更乐意接受反馈,也更能注意到测试对自己的帮助;(2)一年级学生在读了明星学生的新闻后对自己的评价更低,对明星的评价更高;四年级学生则相反。这表明,消极反馈和可能自我的同时出现引发了自我提高动机,消极反馈和当前自我共同激活了自我提高动机。

关键词

可能自我 / 当前自我 / 时间自我知觉 / 自我提高动机 / 自我增强动机

Key words

possible self / current self / temporal self-perception / self-improvement / self-enhancement.

引用本文

导出引用
孙晓玲 李晓文. 自我提高还是自我增强?解释水平理论的观点[J]. 心理科学. 2012, 35(2): 264-269
Enhance or improve? A temporal construal approach[J]. Journal of Psychological Science. 2012, 35(2): 264-269

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基金

教育部人文社科基金青年项目;浙江省哲学社会科学基金青年项目

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