学习能动性信念对初中生学习行为中情感预测偏差的影响
|
摘要
为考察初中生学习中是否存在情感预测偏差及学习能动性信念对情感预测偏差的影响,实验1首先考察初中生学习行为中是否存在情感预测偏差,实验2和实验3分别在实验室和真实情景中考察学习能动性信念对初中生学习行为情感预测偏差的影响。结果表明:(1)初中生学习行为中存在影响偏差,高估了积极和消极学习结果对情绪的影响。(2)学习能动性信念强的学生比学习能动性信念弱的学生对积极学习结果的情感预测偏差更小,对消极学习结果的情感预测偏差更大。
Affective forecasting refers to our predictions about how pleasant or unpleasant certain future events make us feel. People tend to overestimate the impact of future events on their emotions, which is known as impact bias. The present research focuses on whether there is impact bias in middle school students' learning behavior and the influence of learning agency belief on affective forecasting of middle school students.To test the hypotheses, three experiments were conducted. In Experiment 1, a total of 100 middle school students participated in the competition of "who will be the winner". Before the test, they predicted the pleasantness of success and unpleasantness of failure in the test. After the test, they were told that they had succeeded or failed in the test and were asked to report their actual pleasantness of success and unpleasantness of failure in the test. Results showed that all the students overestimated both the pleasantness of success and the unpleasantness of failure. In Experiment 2, a total of 240 middle school students were told to participate in a fake high school entrance examination. According to their scores of learning agency belief scale, they were divided into two groups, one group was with high agency belief and the other one was with low agency belief. Before the test, they predicted the pleasantness of success and unpleasantness of failure in the test. After the test, they were told that they had succeeded or failed in the test and were asked to report their actual pleasantness of success and unpleasantness of failure in the test. Results showed that for predicting the pleasantness of success, students with high agency beliefs showed smaller impact bias than those with low agency beliefs. However, for predicting the unpleasantness of failure, students with high agency beliefs showed bigger impact bias than those with low agency beliefs. In Experiment 3, a total of 300 middle school students participated in the final exam. According to their scores of learning agency belief scale, they were divided into two groups, one group was with high agency belief and the other one was with low agency belief. Before the test, they predicted the pleasantness of success and unpleasantness of failure in the test. After the test, they were told that they had succeeded or failed in the test and were asked to report their actual pleasantness of success and unpleasantness of failure. Results showed that for predicting the pleasantness of success, students with high agency beliefs showed smaller impact bias than those with low agency beliefs. However, for predicting the unpleasantness of failure, students with high agency beliefs showed bigger impact bias than those with low agency beliefs. In sum, the present research found that middle school students overestimated the impact of future learning outcomes on their feelings. Besides, learning agency beliefs influenced middle school students' impact bias. The present research has both important theoretical and practical implications. Limitations and further research have been discussed as well.
Affective forecasting refers to our predictions about how pleasant or unpleasant certain future events make us feel. People tend to overestimate the impact of future events on their emotions, which is known as impact bias. The present research focuses on whether there is impact bias in middle school students' learning behavior and the influence of learning agency belief on affective forecasting of middle school students.To test the hypotheses, three experiments were conducted. In Experiment 1, a total of 100 middle school students participated in the competition of "who will be the winner". Before the test, they predicted the pleasantness of success and unpleasantness of failure in the test. After the test, they were told that they had succeeded or failed in the test and were asked to report their actual pleasantness of success and unpleasantness of failure in the test. Results showed that all the students overestimated both the pleasantness of success and the unpleasantness of failure. In Experiment 2, a total of 240 middle school students were told to participate in a fake high school entrance examination. According to their scores of learning agency belief scale, they were divided into two groups, one group was with high agency belief and the other one was with low agency belief. Before the test, they predicted the pleasantness of success and unpleasantness of failure in the test. After the test, they were told that they had succeeded or failed in the test and were asked to report their actual pleasantness of success and unpleasantness of failure in the test. Results showed that for predicting the pleasantness of success, students with high agency beliefs showed smaller impact bias than those with low agency beliefs. However, for predicting the unpleasantness of failure, students with high agency beliefs showed bigger impact bias than those with low agency beliefs. In Experiment 3, a total of 300 middle school students participated in the final exam. According to their scores of learning agency belief scale, they were divided into two groups, one group was with high agency belief and the other one was with low agency belief. Before the test, they predicted the pleasantness of success and unpleasantness of failure in the test. After the test, they were told that they had succeeded or failed in the test and were asked to report their actual pleasantness of success and unpleasantness of failure. Results showed that for predicting the pleasantness of success, students with high agency beliefs showed smaller impact bias than those with low agency beliefs. However, for predicting the unpleasantness of failure, students with high agency beliefs showed bigger impact bias than those with low agency beliefs. In sum, the present research found that middle school students overestimated the impact of future learning outcomes on their feelings. Besides, learning agency beliefs influenced middle school students' impact bias. The present research has both important theoretical and practical implications. Limitations and further research have been discussed as well.
引文
耿晓伟,姜宏艺.(2017).调节定向和调节匹配对情感预测中影响偏差的影响.心理学报,49(12),1537-1547.
耿晓伟,张峰.(2015).情感预测的影响偏差--聚焦错觉还是适应忽视?心理科学,38(5),1201-1206.
耿晓伟,张峰,王艳净,范琳琳,姚艳.(2018).健康目标启动降低高热量食物消费.心理学报,50(8),840-847.
李天莉.(2012).大学生情绪预测偏差影响因素及其与社会行为的实证研究.广州大学硕士学位论文.
刘聪慧,张耀华,俞国良.(2010).情感预测偏差的相关研究评述.心理科学进展,18(8),1246-1255.
罗寒冰,徐富明,郭永玉,郑秋强,李彬,张慧.(2013).情感预测中的聚焦错觉.心理科学进展,21(8),1482-1492.
马英.(2009).情绪预测偏差与决策的关系及其影响因素研究.首都师范大学硕士学位论文.
赵鑫,张润竹,周仁来.(2014).青少年情绪调节的发展规律及影响因素.中国临床心理学杂志,22(4),713-717.
Baker,C.W.,Little,T.D.,&Brownell,K.D.(2003).Predicting adolescent eating and activity behaviors:The role of social norms and personal agency.Health Psychology,22(2),189-198.
Chapman,M.,&Skinner,E.A.(1989).Children's agency beliefs,cognitive performance,and conceptions of effort and ability:Individual and developmental differences.Child Development,60(5),1229-1238.
Chapman,M.,Skinner,E.A.,&Baltes,P.B.(1990).Interpreting correlations between children's perceived control and cognitive performance:Control,agency,or means-ends beliefs?Developmental Psychology,26(2),246-253.
Christophe,V.,&Hansenne,M.(2016).Dispositional happiness and affective forecasting:General or specific effect?The Journal of Positive Psychology,11(2),209-214.
Gautam,S.,Bulley,A.,Von Hippel,W.,&Suddendorf,T.(2017).Affective forecasting bias in preschool children.Journal of Experimental Child Psychology,159,175-184.
Gilbert,D.T.,Pinel,E.C.,Wilson,T.D.,Blumberg,S.J.,&Wheatley,T.P.(1998).Immune neglect:A source of durability bias in affective forecasting.Journal of Personality and Social Psychology,75(3),617-638.
Kopp,L.,Atance,C.M.,&Pearce,S.(2017).‘Things aren't so bad!’:Preschoolers overpredict the emotional intensity of negative outcomes.British Journal of Developmental Psychology,35(4),623-627.
Kurtz,J.L.(2016).Affective forecasting:Teaching a useful,accessible,and humbling area of research.Teaching of Psychology,43(1),80-85.
Moons,W.G.,Chen,J.M.,&Mackie,D.M.(2017).Stereotypes:A source of bias in affective and empathic forecasting.Group Processes and Intergroup Relations,20(2),139-152.
Morewedge,C.K.,&Buechel,E.C.(2013).Motivated underpinnings of the impact bias in affective forecasts.Emotion,13(6),1023-1029.
Noda,M.(2016).Does affective forecasting change motivation for disaster preparedness?motivation one month after a hypothetical earthquake.Revista de Psicología Social,31(1),109-136.
Pauketat,J.V.T.,Moons,W.G.,Chen,J.M.,Mackie,D.M.,&Sherman,D.K.(2016).Self-affirmation and affective forecasting:Affirmation reduces the anticipated impact of negative events.Motivation and Emotion,40(5),750-759.
Ruby,M.B.,Dunn,E.W.,Perrino,A.,Gillis,R.,&Viel,S.(2011).The invisible benefits of exercise.Health Psychology,30(1),67-74.
Skinner,E.A.,Chapman,M.,&Baltes,P.B.(1988).Control,means-ends,and agency beliefs:A new conceptualization and its measurement during childhood.Journal of Personality and Social Psychology,54(1),117-133.
Walls,T.A.,&Little,T.D.(2005).Relations among personal agency,motivation,and school adjustment in early adolescence.Journal of Educational Psychology,97(1),23-31.
Wilson,T.D.,&Gilbert,D.T.(2003).Affective forecasting.Advances in Experimental Social Psychology,35,345-411.
耿晓伟,张峰.(2015).情感预测的影响偏差--聚焦错觉还是适应忽视?心理科学,38(5),1201-1206.
耿晓伟,张峰,王艳净,范琳琳,姚艳.(2018).健康目标启动降低高热量食物消费.心理学报,50(8),840-847.
李天莉.(2012).大学生情绪预测偏差影响因素及其与社会行为的实证研究.广州大学硕士学位论文.
刘聪慧,张耀华,俞国良.(2010).情感预测偏差的相关研究评述.心理科学进展,18(8),1246-1255.
罗寒冰,徐富明,郭永玉,郑秋强,李彬,张慧.(2013).情感预测中的聚焦错觉.心理科学进展,21(8),1482-1492.
马英.(2009).情绪预测偏差与决策的关系及其影响因素研究.首都师范大学硕士学位论文.
赵鑫,张润竹,周仁来.(2014).青少年情绪调节的发展规律及影响因素.中国临床心理学杂志,22(4),713-717.
Baker,C.W.,Little,T.D.,&Brownell,K.D.(2003).Predicting adolescent eating and activity behaviors:The role of social norms and personal agency.Health Psychology,22(2),189-198.
Chapman,M.,&Skinner,E.A.(1989).Children's agency beliefs,cognitive performance,and conceptions of effort and ability:Individual and developmental differences.Child Development,60(5),1229-1238.
Chapman,M.,Skinner,E.A.,&Baltes,P.B.(1990).Interpreting correlations between children's perceived control and cognitive performance:Control,agency,or means-ends beliefs?Developmental Psychology,26(2),246-253.
Christophe,V.,&Hansenne,M.(2016).Dispositional happiness and affective forecasting:General or specific effect?The Journal of Positive Psychology,11(2),209-214.
Gautam,S.,Bulley,A.,Von Hippel,W.,&Suddendorf,T.(2017).Affective forecasting bias in preschool children.Journal of Experimental Child Psychology,159,175-184.
Gilbert,D.T.,Pinel,E.C.,Wilson,T.D.,Blumberg,S.J.,&Wheatley,T.P.(1998).Immune neglect:A source of durability bias in affective forecasting.Journal of Personality and Social Psychology,75(3),617-638.
Kopp,L.,Atance,C.M.,&Pearce,S.(2017).‘Things aren't so bad!’:Preschoolers overpredict the emotional intensity of negative outcomes.British Journal of Developmental Psychology,35(4),623-627.
Kurtz,J.L.(2016).Affective forecasting:Teaching a useful,accessible,and humbling area of research.Teaching of Psychology,43(1),80-85.
Moons,W.G.,Chen,J.M.,&Mackie,D.M.(2017).Stereotypes:A source of bias in affective and empathic forecasting.Group Processes and Intergroup Relations,20(2),139-152.
Morewedge,C.K.,&Buechel,E.C.(2013).Motivated underpinnings of the impact bias in affective forecasts.Emotion,13(6),1023-1029.
Noda,M.(2016).Does affective forecasting change motivation for disaster preparedness?motivation one month after a hypothetical earthquake.Revista de Psicología Social,31(1),109-136.
Pauketat,J.V.T.,Moons,W.G.,Chen,J.M.,Mackie,D.M.,&Sherman,D.K.(2016).Self-affirmation and affective forecasting:Affirmation reduces the anticipated impact of negative events.Motivation and Emotion,40(5),750-759.
Ruby,M.B.,Dunn,E.W.,Perrino,A.,Gillis,R.,&Viel,S.(2011).The invisible benefits of exercise.Health Psychology,30(1),67-74.
Skinner,E.A.,Chapman,M.,&Baltes,P.B.(1988).Control,means-ends,and agency beliefs:A new conceptualization and its measurement during childhood.Journal of Personality and Social Psychology,54(1),117-133.
Walls,T.A.,&Little,T.D.(2005).Relations among personal agency,motivation,and school adjustment in early adolescence.Journal of Educational Psychology,97(1),23-31.
Wilson,T.D.,&Gilbert,D.T.(2003).Affective forecasting.Advances in Experimental Social Psychology,35,345-411.