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

Studies of Psychology and Behavior ›› 2016, Vol. 14 ›› Issue (3): 331-337.

Previous Articles Next Articles

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:2016-06-06 Published:2016-05-20

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

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）

Abstract

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

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

CLC Number:

B844.1

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.

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.

References

[1] 陈世平, 崔鑫.(2015). 从社会认同理论视角看内外群体偏爱的发展. 心理与行为研究, 13(3), 422-427.
[2] 方富熹, 方格.(1986). 学前儿童分类能力的初步实验研究. 心理学报, 18(2), 157-165.
[3] 林崇德.(2002). 发展心理学. 杭州：浙江教育出版社.
[4] 温忠麟, 刘红云, 侯杰泰.(2012). 调节效应和中介效应分析. 北京：教育科学出版社.
[5] 张莹瑞, 佐斌.(2006). 社会认同理论及其发展. 心理科学进展, 14(3), 475-480.
[6] 赵景欣, 王美芳.(2003). 批评/表扬与儿童反应模式的关系. 心理科学进展, 11(6), 663-667.
[7] Bigler, R. S., Jones, L. C., & Lobliner, D. B.(1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68(3), 530-543.
[8] Blader, S. L., & Tyler, T. R.(2009). Testing and extending the group engagement model: Linkages between social identity, procedural justice, economic outcomes, and extrarole behavior. Journal of Applied Psychology, 94(2), 445-464.
[9] Cordova, D. I., & Lepper, M. R.(1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
[10] Dollaghan, C.(1985). Child meets work: ″Fast mapping″in preschool children. Journal of Speech & Hearing Research, 28(3), 449-454.
[11] Haimovitz, K., & Corpus, J. H.(2011). Effects of person versus process praise on student motivation: Stability and change in emerging adulthood. Educational Psychology, 31(5), 595-609. Henderlong, J., & Lepper, M. R.(2002). The effects of praise on children′s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.
[12] Hornsey, M. J.(2005). Why being right is not enough: Predicting defensiveness in the face of group criticism. European Review of Social Psychology, 16(1), 301-334.
[13] Hornsey, M. J., Oppes, T., & Svensson, A.(2002). “It′s ok if we say it, but you can′t”: Responses to intergroup and intragroup criticism. European Journal of Social Psychology, 32(3), 293-307.
[14] Hornsey, M. J.(2005). Why being right is not enough: Predicting defensiveness in the face of group criticism. European Review of Social Psychology, 16(1), 301-334.
[15] Kamins, M. L., & Dweck, C. S.(1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental psychology, 35(3), 835-847.
[16] Master, A., & Walton, G. M.(2013). Minimal groups increase young children′s motivation and learning on group-relevant tasks. Child Development, 84(2), 737-751.
[17] Mueller, C. M., & Dweck, C. S.(1998). Praise for intelligence can undermine children′s motivation and performance. Journal of personality and social psychology, 75(1), 33-52.
[18] Nesdale, D., & Flesser, D.(2001). Social identity and the development of children′s group attitudes. Child Development, 72(2), 506-517.
[19] Norcini, J.(2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
[20] Rabinovich, A., & Morton, T. A.(2012). Sizing fish and ponds: The joint effects of individual-and group-based feedback. Journal of Experimental Social Psychology, 48(1), 244-249.
[21] Rabinovich, A., Morton, T. A., Crook, M., & Travers, C.(2012). Let another praise you? The effects of source and attributional content on responses to group-directed praise. British Journal of Social Psychology, 51(4), 753-761.
[22] Rabinovich, A., Morton, T. A., Postmes, T., & Verplanken, B.(2012). Collective self and individual choice: The effects of inter-group comparative context on environmental values and behaviour. British Journal of Social Psychology, 51(4), 551-569. Tajfel, H.(1978). Differentiation Between Social Groups: Studies in the Social Psychology of intergroup Relations. London: Academic Press.

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

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

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 2

Recommended Articles

Metrics

Comments

[1]	GUO Fengbo, HUANG Jiashan, LIU Tengfei, GU Li. The Moderation of Bystanders’ Social Responsibility on Their Third-Party Punishment of Intergroup Vicarious Exclusion [J]. Studies of Psychology and Behavior, 2022, 20(3): 397-403.
[2]	SU Man, JIANG Jingchuan. “I Do Not Like You, So You Probably Do Not Like Me”: The Relationship Between Ambivalent Sexism and Intergroup Anxiety [J]. Studies of Psychology and Behavior, 2019, 17(2): 274-281.