Abstract:

Abstract: As Dweck suggested, stories and verbal praise which imply particular viewpoint about intelligence would affect children’s concept about ability and goal orientation as well. The authors assumed that with the developing of children’s self-awareness and intelligence viewpoint, the same type of intervention will have different meanings and produce special effects. This article aimed to figure out the different effect of intervention using stories and verbal praise as material on children of different ages. 885 students from Grade 3 to 9 participated in the research. Three types of stories were adopted which respectively considered ability as ‘naturally gifted’,’ gained by effort’, and neutral. Also, four types of verbal praise were used in the intervention which described children as ‘intelligent’, ‘diligent’, ‘potential’, and no feedback as controlled condition. The results showed an interaction effect on the grade and intervention types which also carried forward Dweck’s assumption about self theory of ability.

Key words: Intelligence Theory, Intervention Approaches, Self Development

摘要：

摘要：Dweck研究提出，通过蕴含特定能力观的故事和表扬可以形成儿童相应的能力和目标取向。作者认为，随着儿童能力的自我意识发展，干预会产生不同的效果。本研究以3-9年级885名学生为被试，采取“天分”、“努力”、“无关”三组故事和“聪明”、“努力”、“潜能”、“不表扬”四种评价方式进行能力观干预，将目标得分变化作为干预效果的指标。实验结果显示了年龄和干预方式的交互作用效应，在一定程度上支持了Dweck的研究结论，验证并丰富了作者关于能力观干预发展性效应的设想。

关键词: 能力观, 干预方法, 发展特征