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目的考察6岁、7岁和10岁儿童对自我报告和教师报告两种特质信息源的选择性信任。方法研究设置了4种评价条件:自己肯定老师肯定、自己肯定老师否定、自己否定老师肯定、自己否定老师否定。让240名被试判断各条件中人物的心理特质。结果 Kruskal-Wallis秩和检验显示①所有任务成绩均不存在年龄差异。②高评价性特质任务成绩由高到低依次为:自己肯定老师肯定、自己否定老师肯定、自己否定老师否定、自己肯定老师否定。其中自己肯定老师肯定与自己否定老师肯定之间、自己否定老师否定和自己肯定老师否定之间不存在显著差异,其余两两之间皆存在显著差异(χ2=43.02,28.33,30.24,14.52;P<0.001)。③中性特质任务的成绩由高到低依次为:自己肯定老师肯定、自己肯定老师否定、自己否定老师肯定、自己否定老师否定。其中自己肯定老师否定与自己否定老师肯定之间不存在显著差异,其余两两之间皆存在显著差异(χ2=14.24,22.01,36.61,22.69,12.19;P<0.001)。结论对高评价性特质,儿童认为教师报告比自我报告更可信;而对中性特质,儿童对自我报告和教师报告没有表现出明显的取舍。
Objective To examine the selective trust of 6-year-olds, 7-year-olds and 10-year-olds on self-reported and teacher-reported sources of information. Method Research set up four kinds of evaluation conditions: their affirmation of the teacher affirmed their own affirmation of the teacher denied his own negative teacher affirmation, denial of his own negative. Allow 240 subjects to judge the psychological characteristics of the characters in various conditions. Results The Kruskal-Wallis rank sum test showed that there was no age difference in all task scores. ② high evaluation of traits descending order of high-performance trainer: their affirmation of the teacher affirmed their own negative teacher affirmed, his negation of the teacher denied his own affirmation of the teacher denied. There was no significant difference between self-affirmed teacher and negative teacher, negative self-denial and self-affirmed teacher’s negative. There were significant differences between the other two (χ2 = 43.02,28.33,30.24,14.52; P <0.001). ③ Neutral trait scores from high to low order: their affirmation of the teacher affirmed their own affirmation of the teacher denied his own negative teacher affirmation, denied his teacher negative. There was no significant difference between self-affirmed teacher’s negation and self-denied teacher’s affirmative. There was significant difference between the other two (χ2 = 14.24,22.01,36.61,22.69,12.19; P <0.001). Conclusions For high-valued traits, children think teacher reports are more credible than self-reports; and they show no obvious trade-offs for neutral traits, children’s self-reports and teacher reports.