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

心理与行为研究 ›› 2016, Vol. 14 ›› Issue (3): 331-337.

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

沙晶莹¹, 张向葵^1，2

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

收稿日期:2015-11-03 出版日期:2016-05-20 发布日期:2016-06-06
通讯作者: 张向葵,E-mail:zhangxiangkui@126.com
基金资助:
吉林省教育科学“十二五”规划重点资助项目（ZZ1107）

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

Sha Jingying¹, Zhang Xiangkui^1,2

1 Department of Psychology, Northeast Normal University, Changchun 130024;
2 Center of Children′s Development Research, Northeast Normal University, Changchun 130024

Received:2015-11-03 Online:2016-05-20 Published:2016-06-06

摘要/Abstract

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。

关键词: 团体表扬, 学前儿童, 字词掌握, 团队认同

Abstract: 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 significant 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 better than low identifiers when getting group praise.

Key words: group praise, pre-school children, words learning, group identity

中图分类号:

B844.1

沙晶莹, 张向葵. 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[J]. 心理与行为研究, 2016, 14(3): 331-337.

Sha Jingying, Zhang Xiangkui. The Effect of Group Praise on Pre-school Children′s Words Learning: The Moderating Role of Group Identity[J]. Studies of Psychology and Behavior, 2016, 14(3): 331-337.

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