CAJ | 학술논문

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”和无关（对照）三组故事，“聪明”、“努力”、“潜能”和不表扬（对照）四种评价方式，进行能力观干预。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。
Dweck연구제출，통과온함특정능력관적고사화표양가이형성인동상응적능력화목표취향。작자인위，수착인동능력적자아의식발전，간예회산생불동적효과。본연구이3—9년급885명학생위피시，채취“천분”、“노력”화무관（대조）삼조고사，“총명”、“노력”、“잠능”화불표양（대조）사충평개방식，진행능력관간예。목표득분변화작위간예효과적지표。실험결과현시료년령화간예방식적교호작용효응，재일정정도상지지료Dweck적연구결론，험증병봉부료작자관우능력관간예발전성효응적설상。
The soul of Dweck＇ s theory is the self theory about intelligence, which explains why individuals display approval or avoidance. Based on her research, Dweck indicated that individual＇s intelligence theory can be changed temporarily by intervention; thus the self theory is cultivable. Based on previous research findings on the development of children＇s self-awareness, the authors assumed that the same type of intervention will have different meanings for and special effects on children of different levels of self- awareness. This article aimed to explore cultivating approaches on the intelligence theory and their intervention effects on children of different ages. 885 students from Grades 3 to 9 participated in the current research. Data analysis found the micro changes of the intelligence theory hard to measure, so the change of goal orientation was used as an observable indicator of the intervention effects on subjects＇ intelligence theory. The experimental design included story reading and praise as intervention methods. 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 as the intervention, in which the participants were given positive feedbacks as being ＂intelligent＂, ＂diligent＂, ＂potential＂, or no feedback as a control condition. The changes of goal orientation were taken as effects of intervention. The effects of intervention on the participants of different grades were compared. The results of the experiment are as follows： Praise brought extensive promotions on the learning goal orientation in participants of Grade 3 and Grade 4, whatever positive feedback they got. The results of participants of Grade 5 displayed discriminating effects on praise was type, with boosted goal orientation of performance after ＂intelligent＂ praise compared with other three types of feedback. The ＂diligent＂ and ＂potential＂ praises obviously improved learning goal orientation from Grade 3 to Grade 6, but the promotion power weakened from Grade 7 to 9. Similar interaction between story types and grade levels on the intervention effects were also found, though the effect difference between the two types of story reading intervention was more notable than that of praise. The learning goal orientation improved more in participants from Grades 3 to 6 after reading the story that included concept of incremental intelligence compared with those from Grades 7 to 9. The performance goal orientation increased more after the participants from Grades 7 to 9 read the story containing the concept of entity intelligence. In a word, the results showed an interaction between the grade and intervention types on the changes of students＇ intelligence theory. It supported Dweck＇s viewpoint of temporarily changed intelligence by intervention. However, intervention effects varied among grades, which validated the current research assumption. As the author discovered in her previous research that the development of self awareness boosts in Grades 5, children could probably see their own abilities as relatively stable since then. Thus, it may be the reason why the intervention effect of the story emphasizing the incremental intelligence is weaker in participants from Grades 7 to 9 compared with those in lower grades.