幼儿自尊与掌控动机、能力关系的模型建构

Construct the Models of Relations Among Self-esteem,Mastery Motivation and Competence in Preschoolers

采用他人评定法、半结构化自由游戏观察法及综合测验法考察了4~6岁幼儿的自尊、掌控动机和能力,并建构三者的关系模型。结果发现：第一个模型中,高认知低效果类掌控时间可解释认知学习能力变异的12%,低认知高效果类掌控时间可解释精细动作能力变异的4%,综合能力可解释自尊中胜任感变异的17%;第二个模型中,掌控变换性可解释认知学习能力变异的18%,而认知学习能力可解释自尊中胜任感变异的11%。

The self- esteem,mastery motivation and competence of preschoolers aged 4- 6 were measured using evaluation by others,semi- structured observation of free- play and comprehensive tests. And the models of relations among the three variables were constructed. The results showed that（ 1） In the first model,there were three significant paths. Persistence on materials with more cognition engaged and less effect produced explained 12% of variance in cognition- learning,and Persistence on materials with less cognition engaged and more effect produced explained 4% of variance in fine motor. Further,the latent variable of competence explained 17% of variance in perceived competence of self- esteem;（ 2） In the second model,there were two significant paths. The transition in mastery explained 18% of variance in cognition- learning and cognition- learning explained 11% of variance in perceived competence of self-esteem.