不同归因方式的诱导对自尊不同学生失败后测验成绩的影响

心理发展与教育 ›› 2003, Vol. 19 ›› Issue (4): 62-65.

不同归因方式的诱导对自尊不同学生失败后测验成绩的影响

田录梅

东北师范大学心理学系, 长春, 130024

出版日期:2003-10-15 发布日期:2003-10-15
作者简介:田录梅(1974- ),女,东北师范大学心理系2001级硕士研究生.

The Effect of Different Attributional Induction on the Post-Failure Test of Different Students on Self-Esteem

TIAN Lumei

Department of Psychology, Northeast Normal University, Changchun

Online:2003-10-15 Published:2003-10-15

摘要/Abstract

摘要： 采用2×2两因素被试间设计检验了不同归因方式的诱导对自尊不同学生失败后测验成绩的影响。结果表明:(1)总体上,高自尊组在失败后的测验成绩显著优于低自尊组;(2)内部归因后,高自尊组的后继测验成绩非常显著地优于低自尊组;外部归因后,高、低自尊组的后继测验成绩无显著差异;(3)对于高自尊组,内部归因后的后继测验成绩优于外部归因后的成绩,但未达到显著性水平;对于低自尊组,外部归因后的成绩显著优于内部归因后的成绩。

关键词: 归因方式, 归因诱导, 自尊水平, 后继测验

Abstract: Using 2×2 between-subject design of two factors to investigate the effect of induction to different attributional modes on the post-failure test of different students on self-esteem.The results showed that:(1)Overall,the groups with high self-esteem had significantly higher scores on the post-failure test than those with low self-esteem; (2)After internal attribution,the group with high self-esteem had very significantly higher scores than the group with low self-esteem on the test;but after external attribution,the scores of the two groups had no obvious difference;(3)For the high self-esteem,the scores on the post-failure test after internal attribution were higher than those after external attribution,but not significantly;for the low self-esteem,the scores on the test were higher significantly after external attribution than after internal attribution.The results of this study will be of benefit to the educational practices for school-students such as attributional retraining or attributional direction and so on.

Key words: attributional mode, attributional induction, the level of self-esteem, post-failure test

中图分类号:

B844.1

田录梅. 不同归因方式的诱导对自尊不同学生失败后测验成绩的影响[J]. 心理发展与教育, 2003, 19(4): 62-65.

TIAN Lumei. The Effect of Different Attributional Induction on the Post-Failure Test of Different Students on Self-Esteem[J]. Psychological Development and Education, 2003, 19(4): 62-65.

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