HKIER

摘要

Meyer等人（1979）在一連串實驗裏，要求受試者評定一些在假設事項中，學生的能力及努力程度，這些學生分別因學科的成功或失敗而受老師的稱讚、責罵、或中性回饋。年紀較大的受試者認為學生若成功後獲稱讚（相對於中性回饋），或失敗後獲中性回饋（相對於責罵），他們的能力是較低。本研究是在香港的中國學生中重覆Meyer等人的實驗。與外國學生相同，年幼中國學生認為成功獲稱讚者能力較高，而失敗被責罵者則能力較低。不過與Meyer等人的結果有別，無論在容易及困難的成就事項中，年長中國學生並不認為被責罵的學生能力較獲中性回饋者為高，本研究的結果分別從學生對能力及努力概念的成就發展，及對個別歸因事項含意的跨文化差異方向予以解釋。

Abstract

In a series of experiment, Meyer et al. (1979) asked subjects to indicate the perceived ability and effort levels of students who were praised (vs. neutral feedback) after success and neutral feedback (vs. blame) after failure led to the perception of low ability. The present study replicated Meyer et al.'s study with Chinese students (G.1 to university) in Hong Kong. In congruence with Western studies, younger Chinese students perceived that students praised for success had high ability, whereas those blamed for failure had lower ability. However, contrary to Meyer et al.'s findings, in both the easy and difficult task, older Chinese children did not find the blamed students as higher in ability than those with neutral feedback. The results were explained in terms of the maturity in the conceptions of ability and effort, as well as of the cultural differences in the perceptions of individual causes.