以92名小学五年级的儿童为被试,考察了不同归因取向的表扬对儿童遭遇失败前的心理效应。结果表明,在遭遇失败前,能力取向表扬和努力取向表扬对儿童的自我评价、坚持性、对题目的喜欢程度、任务评价、效能预期以及测试焦虑水平等指标均不存在显著的组间差异。但能力取向表扬使儿童更倾向于关注同伴成绩信息,而努力取向表扬使儿童更倾向于关注解题策略信息。上述结果表明,在遭遇失败前,能力取向的表扬并未对儿童产生更为积极的心理效应,这与人们的内隐观相悖。 A total of 92 fifth grade children in primary school were selected to examine the psychological effects of different attributional attitudes on children before their failure. The results showed that there was no significant difference between the groups in terms of self-evaluation, perseverance, preference of the subject, task evaluation, performance prediction and test anxiety level before the failure. Competence-oriented commendation, on the other hand, makes children more inclined to pay attention to peer performance information, while efforts to recognize their dedication make children more inclined to pay attention to problem-solving strategy information. The above results show that prior to the failure, the recognition of ability orientation did not have a more positive psychological effect on children, which contradicted people’s implicit view.