儿童智力观的发展及其对他人和自我智力的评价
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摘要
儿童智力观指的是儿童对智力的不可控性的认识,重点考察智力是否是稳定的、无法控制的特质。它可以分为智力实体观与智力增长观。
自20世纪80年代以来,西方有许多研究者对智力观进行了一系列的研究,并取得了丰硕的成果。自2000年后,我国也有为数不多的学者对智力观进行了理论和实证的初步探讨。但由于研究工具本身的限制,导致了智力观的研究结论存在极大的不一致性。最令人疑问的问题就是——智力观到底存在着年龄差异,还是个体差异?同时,也有一些相关的问题进入了我们的视线：有什么因素可能会影响智力观的发展?有什么研究方法可以将儿童对他人智力评价的准确性与标准分离开来?儿童对他人智力的评价与他们对自我智力的评价在小学阶段经历了怎样的发展?儿童的智力观与他们对他人和自我智力的评价之间相关吗?带着这些问题,我们进入了文章主体部分的四个研究：
研究一,在参考了之前研究所使用的所有与智力观有关的问题及量表的基础上,充分考虑儿童智力观研究的中心所在(智力的不可控性),结合我们对15名二年级学生进行的个案访谈预试的结果,剔除了一些儿童难理解的题项以及可能引起歧义的题项,编制了儿童智力观量表。量表中我们只考察被试对智力实体观的赞同程度,所有问题均为积极方向的变化。信度与效度检验的结果发现,我们编制出来的量表具有较高的信效度,可适用于儿童和成人。
研究二,主要是为了回答“儿童智力观的发展到底是存在发展差异,还是只是个体差异?”这个问题。因此在研究二,我们先用研究一中编制出来的儿童智力观量表考察了儿童智力观从小学低年级到高年级所经历的发展进程,然后分别研究了同伴关系与家长智力观与儿童智力观之间的关系。结果发现,儿童智力观的发展存在着显著的性别主效应,但年龄主效应及年龄与性别两因素间的交互作用并不显著。分别考察积极智力观与消极智力观,发现儿童积极智力观的发展,性别主效应显著;儿童消极智力观的发展,年龄主效应显著。儿童智力观与同伴关系及家长智力观之间呈显著相关,即使在控制了年龄与性别因素后,仍呈显著相关。
研究三,我们应用信号检测论理实现了将儿童对他人智力评价的准确性与标准之间的分离。然后探讨儿童对他人智力评价的一般趋势,考察儿童对他人智力评价的效价差异、儿童对他人智力的评价是否与其本身的智力有关,最后我们再考察儿童智力观与儿童对他人智力评价准确性之间的关系。结果发现,儿童对他人积极和消极效价智力评定的准确性和标准都存在着显著的年龄主效应,儿童对他人积极效价智力评定的准确性显著高于他们对他人消极效价智力评价的准确性。同时,我们也发现儿童对他人积极评价的准确性与标准值与其实际智力呈显著正相关。最后,持智力实体观的儿童在对他人的积极效价智力进行评价时,评价标准显著高于持增长观儿童。
研究四,我们让儿童在同一张量表上对自我和他人的智力进行评价,以便排除有无标准本身对研究所造成的干扰。在此基础上,我们考察了儿童对自我智力评价的准确性的发展趋势、儿童对自我智力评价的准确性是否与其本身的智力有关,考察了儿童的智力观与儿童对自我智力评价的准确性之间的关系,最后我们再考察儿童对自我智力评价的准确性与他们对他人智力评价的准确性之间是否存在着一致性。结果发现,儿童对自我智力评价的准确性存在着显著的年龄主效应,但不存在显著的性别主效应以及年龄与性别两因素的交互作用。对于具有不同智商的儿童进行考察,发现智商较高的儿童倾向于低估或正确估计自己的智力,而智力较低的儿童更倾向于高估自我的智力。在积极智力观方面持增长观的儿童比持实体观的儿童更能准确地对自己的智力进行评价。最后,在自我评估时高估自我的儿童,他们在对他人的智力进行评价时,准确性要低于正确评价或低估自我智力组儿童。
Children's belief about intelligence, generally, refers to children's understanding of the uncontrollability of intelligence and it focuses on whether intelligence is stable and uncontrollable. This belief can be divided into two sets:The first one is entity belief, the other one is incremental belief.
From the beginning of 80's, twenty century, many researchers in the west world have done a series of researches related to children's belief about intelligence and got remarkable achievement. After 2000, there were only a few researches who tried to explore children's belief about intelligence in China. And the limit of research tool led to the big differences in the results from the research of children's belief about intelligence. One of the most important questions was whether age difference or individual difference existed in children's belief about intelligence. In the meanwhile, we brought out more questions:What will influence the development of children's belief about intelligence? What kind of research method could help differentiate accuracy from standard of their evaluation of peers? How were their evaluation of peers and self-evaluation developed? What is the relationship between children's belief about intelligence and their evaluation of peers and their own intelligence? This dissertation included four studies:
In study 1, based on all of the related questions and questionnaires in the previous studies, we focused on the core of children's belief about intelligence and interviewed 15 students in Grade 2. According to the results of the interview, we deleted some questions that were difficult to be understood or would lead to confusion and built a questionnaire of children's belief about intelligence. We only asked for children's agreement on entity belief about intelligence and all of the changes faced the same direction (positive direction).The result of this study showed the questionnaire we built had very high reliability and validity and could be applied to both children and adults.
In the second study, we mainly focused on the question—"is there any age difference or individual difference existing in children's belief about intelligence"? So in study 2, we would explore the development of children's beliefs about intelligence and the relationship between peer relationship or parents'belief about intelligence and children's belief about intelligence. The result showed that there was significant gender difference in the development of children's belief about intelligence. Significant gender difference also existed in children's positive belief about intelligence, but for the negative belief about intelligence, only significant age difference was found. There were significant correlations between children's belief about intelligence and peer relationship or parents'belief about intelligence, even after we controlled age and gender.
In the third study, signal detection theory was used to differentiate accuracy of children's evaluation of peers from standard of evaluation. We explored the development of children's evaluation of peers and the valence difference in children's evaluation of peers. In the meanwhile, we examined the relationship between children's belief about intelligence and their IQ. The result proved that age difference existed in the accuracy and standard of children's evaluation of peers and valence effect existed in the accuracy of their evaluation of peers. Moreover, we found that there was positive correlation between the accuracy or standard of children's evaluation of peers and IQ. Finally, Children with entity theory has higher standard than those with incremental theory when they evaluated peer's positive intelligence.
In the fourth study, children were asked to finish evaluating their own and peers intelligence in the same questionnaire in order to eliminate distraction from standards provided. After this, we examined the development of children's self-evaluation and the relationship between the accuracy of evaluation and his or her IQ score and explored the relationship between children's belief about intelligence and the accuracy of their self-evaluation. Finally, we examined the conformity between the accuracy of their evaluation of peers and self-evaluation. The study found that significant age difference existed in the accuracy of children's self-evaluation. And children with different IQ scores would do self-evaluation differently. On positive belief of intelligence, children with incremental theory would do self-evaluation more accurately. Children who overestimated themselves finally got lower accuracy.
自20世纪80年代以来,西方有许多研究者对智力观进行了一系列的研究,并取得了丰硕的成果。自2000年后,我国也有为数不多的学者对智力观进行了理论和实证的初步探讨。但由于研究工具本身的限制,导致了智力观的研究结论存在极大的不一致性。最令人疑问的问题就是——智力观到底存在着年龄差异,还是个体差异?同时,也有一些相关的问题进入了我们的视线：有什么因素可能会影响智力观的发展?有什么研究方法可以将儿童对他人智力评价的准确性与标准分离开来?儿童对他人智力的评价与他们对自我智力的评价在小学阶段经历了怎样的发展?儿童的智力观与他们对他人和自我智力的评价之间相关吗?带着这些问题,我们进入了文章主体部分的四个研究：
研究一,在参考了之前研究所使用的所有与智力观有关的问题及量表的基础上,充分考虑儿童智力观研究的中心所在(智力的不可控性),结合我们对15名二年级学生进行的个案访谈预试的结果,剔除了一些儿童难理解的题项以及可能引起歧义的题项,编制了儿童智力观量表。量表中我们只考察被试对智力实体观的赞同程度,所有问题均为积极方向的变化。信度与效度检验的结果发现,我们编制出来的量表具有较高的信效度,可适用于儿童和成人。
研究二,主要是为了回答“儿童智力观的发展到底是存在发展差异,还是只是个体差异?”这个问题。因此在研究二,我们先用研究一中编制出来的儿童智力观量表考察了儿童智力观从小学低年级到高年级所经历的发展进程,然后分别研究了同伴关系与家长智力观与儿童智力观之间的关系。结果发现,儿童智力观的发展存在着显著的性别主效应,但年龄主效应及年龄与性别两因素间的交互作用并不显著。分别考察积极智力观与消极智力观,发现儿童积极智力观的发展,性别主效应显著;儿童消极智力观的发展,年龄主效应显著。儿童智力观与同伴关系及家长智力观之间呈显著相关,即使在控制了年龄与性别因素后,仍呈显著相关。
研究三,我们应用信号检测论理实现了将儿童对他人智力评价的准确性与标准之间的分离。然后探讨儿童对他人智力评价的一般趋势,考察儿童对他人智力评价的效价差异、儿童对他人智力的评价是否与其本身的智力有关,最后我们再考察儿童智力观与儿童对他人智力评价准确性之间的关系。结果发现,儿童对他人积极和消极效价智力评定的准确性和标准都存在着显著的年龄主效应,儿童对他人积极效价智力评定的准确性显著高于他们对他人消极效价智力评价的准确性。同时,我们也发现儿童对他人积极评价的准确性与标准值与其实际智力呈显著正相关。最后,持智力实体观的儿童在对他人的积极效价智力进行评价时,评价标准显著高于持增长观儿童。
研究四,我们让儿童在同一张量表上对自我和他人的智力进行评价,以便排除有无标准本身对研究所造成的干扰。在此基础上,我们考察了儿童对自我智力评价的准确性的发展趋势、儿童对自我智力评价的准确性是否与其本身的智力有关,考察了儿童的智力观与儿童对自我智力评价的准确性之间的关系,最后我们再考察儿童对自我智力评价的准确性与他们对他人智力评价的准确性之间是否存在着一致性。结果发现,儿童对自我智力评价的准确性存在着显著的年龄主效应,但不存在显著的性别主效应以及年龄与性别两因素的交互作用。对于具有不同智商的儿童进行考察,发现智商较高的儿童倾向于低估或正确估计自己的智力,而智力较低的儿童更倾向于高估自我的智力。在积极智力观方面持增长观的儿童比持实体观的儿童更能准确地对自己的智力进行评价。最后,在自我评估时高估自我的儿童,他们在对他人的智力进行评价时,准确性要低于正确评价或低估自我智力组儿童。
Children's belief about intelligence, generally, refers to children's understanding of the uncontrollability of intelligence and it focuses on whether intelligence is stable and uncontrollable. This belief can be divided into two sets:The first one is entity belief, the other one is incremental belief.
From the beginning of 80's, twenty century, many researchers in the west world have done a series of researches related to children's belief about intelligence and got remarkable achievement. After 2000, there were only a few researches who tried to explore children's belief about intelligence in China. And the limit of research tool led to the big differences in the results from the research of children's belief about intelligence. One of the most important questions was whether age difference or individual difference existed in children's belief about intelligence. In the meanwhile, we brought out more questions:What will influence the development of children's belief about intelligence? What kind of research method could help differentiate accuracy from standard of their evaluation of peers? How were their evaluation of peers and self-evaluation developed? What is the relationship between children's belief about intelligence and their evaluation of peers and their own intelligence? This dissertation included four studies:
In study 1, based on all of the related questions and questionnaires in the previous studies, we focused on the core of children's belief about intelligence and interviewed 15 students in Grade 2. According to the results of the interview, we deleted some questions that were difficult to be understood or would lead to confusion and built a questionnaire of children's belief about intelligence. We only asked for children's agreement on entity belief about intelligence and all of the changes faced the same direction (positive direction).The result of this study showed the questionnaire we built had very high reliability and validity and could be applied to both children and adults.
In the second study, we mainly focused on the question—"is there any age difference or individual difference existing in children's belief about intelligence"? So in study 2, we would explore the development of children's beliefs about intelligence and the relationship between peer relationship or parents'belief about intelligence and children's belief about intelligence. The result showed that there was significant gender difference in the development of children's belief about intelligence. Significant gender difference also existed in children's positive belief about intelligence, but for the negative belief about intelligence, only significant age difference was found. There were significant correlations between children's belief about intelligence and peer relationship or parents'belief about intelligence, even after we controlled age and gender.
In the third study, signal detection theory was used to differentiate accuracy of children's evaluation of peers from standard of evaluation. We explored the development of children's evaluation of peers and the valence difference in children's evaluation of peers. In the meanwhile, we examined the relationship between children's belief about intelligence and their IQ. The result proved that age difference existed in the accuracy and standard of children's evaluation of peers and valence effect existed in the accuracy of their evaluation of peers. Moreover, we found that there was positive correlation between the accuracy or standard of children's evaluation of peers and IQ. Finally, Children with entity theory has higher standard than those with incremental theory when they evaluated peer's positive intelligence.
In the fourth study, children were asked to finish evaluating their own and peers intelligence in the same questionnaire in order to eliminate distraction from standards provided. After this, we examined the development of children's self-evaluation and the relationship between the accuracy of evaluation and his or her IQ score and explored the relationship between children's belief about intelligence and the accuracy of their self-evaluation. Finally, we examined the conformity between the accuracy of their evaluation of peers and self-evaluation. The study found that significant age difference existed in the accuracy of children's self-evaluation. And children with different IQ scores would do self-evaluation differently. On positive belief of intelligence, children with incremental theory would do self-evaluation more accurately. Children who overestimated themselves finally got lower accuracy.
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