团体表扬对学前儿童字词掌握效果的影响:团队认同的调节作用  

The Effect of Group Praise on Pre-school Children′s Words Learning: The Moderating Role of Group Identity

作　　者：沙晶莹[1] 张向葵[1,2] 

机构地区：[1]东北师范大学教育学部心理学院,长春130024 [2]东北师范大学儿童发展研究中心,长春130024

出　　处：《心理与行为研究》2016年第3期331-337,共7页Studies of Psychology and Behavior

基　　金：吉林省教育科学"十二五"规划重点资助项目(ZZ1107)

摘　　要：以114名5-7岁学前儿童为研究对象,探究团体表扬对学前儿童字词掌握效果及任务投入的影响。研究结果表明:(1)团体表扬能够有效提高学前儿童的字词掌握效果及坚持性;(2)团体表扬与个体表扬,均能有效激发学前儿童积极的情绪感受;(3)团队认同调节团体表扬对学前儿童字词掌握的影响,表现为团体表扬更能有效提升高团队认同者的字词掌握效果。This study explored the influence of group praise on children＇s words learning and task engagement. 114 children aged from 5 to 7 participated. The results showed that： 1） Children ingroup praise condition showed sig- nificant higher scores than the other children. They learned better and persisted longer. 2） Children inGroup praise condition and Individual praise condition all showed more positive feelings during the activities. 3） Group identity can moderated the relationship between group praise and words learning. High identifiers performed bet- ter than low identifiers when getting group praise.

关 键 词：团体表扬 学前儿童 字词掌握 团队认同 

分 类 号：B844.1[哲学宗教—发展与教育心理学]