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ISSN : 1229-0718
본 연구는 실패를 경험한 뒤, 주변 어른의 성공기대 유형에 따라 아동의 수행능력이 차이가 나는지 살펴보았다. 이를 위해 만 5, 6세 아동 131명을 대상으로 두 가지 실험연구를 실시하였다. 연구 1에서는 40명의 아동을 실패를 경험하게 한 후, 능력에 기반 한 성공기대(“나는 네가 더 잘 할 수 있는 능력이 있다고 생각해”) 집단과 노력에 기반 한 성공기대(“나는 네가 더 열심히 노력할 수 있다고 생각해”)집단에 무선 할당하여 아동의 수행능력을 측정하였다. 연구 2에서는 91명의 아동을 대상으로 통제집단을 포함하여 총 세 집단에 무선 할당하여 수행능력을 비교, 분석하였다. 그 결과, 능력에 기반 한 성공기대를 받은 아동들은 노력에 기반 한 성공기대를 받은 아동들과 아무런 성공기대를 받지 않은 아동들(통제집단)에 비해 현저히 낮은 수행능력을 나타냈다. 본 연구 결과는 아동의 수행능력을 높이기 위해 부모 및 교사가 어떠한 유형의 성공기대를 해야 하는지에 있어 시사하는 바가 크다.
Upon experiencing failure, others’ expectation for success can backfire and hurt an individual’s performance when stated explicitly. The current study examined the effects of different types of success expectations (trait- vs. effort-based) that influence children’s performance. Across two experiments, 131 five- and six-year-old children completed a novel and challenging drawing task. After experiencing failure, children in the trait-based expectation condition performed worse than did those in the effort-based and no feedback conditions. These findings suggest that the effects of success expectations vary largely depending on the attribution of the expectations. Theoretically, the current study expands research on theory of intelligence by demonstrating that detrimental effects of trait feedback apply to the domain of success expectations. Practically, the current investigation provides an effective way to encourage children after experiencing failure.
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