隐匿学习成绩对学习不良少年自我监控的影响  

The Effects of Achievement Concealment on the Self-monitoring of Adolescents with Learning Disabilities

作　　者：张宝山[1] 赵军燕[2] 俞国良[3] 

机构地区：[1]中国科学院心理研究所,北京100101 [2]首都师范大学心理咨询中心,北京100048 [3]中国人民大学心理学研究所,北京100872

出　　处：《心理科学》2010年第3期621-623,615,共4页Journal of Psychological Science

基　　金：国家自然科学基金(项目号:30870777)资助

摘　　要：本研究通过与陌生权威访谈的实验情境,考察了学习不良少年在隐匿学习成绩条件下自我监控的特点。结果表明,在访谈情境中,学习不良少年自我监控的总分显著高于非学习不良少年;多元方差分析显示,无论能否隐匿学习成绩,学习不良少年利用情境线索调节自我表现行为的倾向都高于非学习不良少年;但是,能够隐匿学习成绩的学习不良少年应用了更多的内部线索调节自我表现,压抑了真实的自我感受。Through the experiment situation of individual interview with unfamiliar authorities wee examined the characteristics of the self-monitoring of adolescents with learning disabilities （LD） the characteristics of academic achievement information. The results showed that LD adolescents had more self-monltoring when the academic achievements could be concealed. Moreover, the two subscales of state self-monitoring were affected by the interview sdifferently. With respect to outward focusing, the score of LD adolescents was higher than that of NLD adolescents, that is, no matter whether the academic achievement could be concealed or not, LD adolescents were more likely to pay attention to the situation and tailor the self-representing behaviors. On the other hand, as for inward focusing, LD adolescents who concealed the academic achievement were more likely to suppress their real feelings and take the inner conditions as cues to amend their self-expressive behaviors.

关 键 词：学习不良 隐匿成绩 自我监控 

分 类 号：B842.3[哲学宗教—基础心理学]