Educational Research Journal


1992.第7卷(Vol. 7).pp. 93–98


侯傑泰(Kit-Tai HAU)、江哲光(Chit-Kwong KONG)、王定鵬




In a series of experiment, Meyer et al. (1979) asked subjects to indicate the perceived ability and effort levels of students who were praised (vs. neutral feedback) after success and neutral feedback (vs. blame) after failure led to the perception of low ability. The present study replicated Meyer et al.'s study with Chinese students (G.1 to university) in Hong Kong. In congruence with Western studies, younger Chinese students perceived that students praised for success had high ability, whereas those blamed for failure had lower ability. However, contrary to Meyer et al.'s findings, in both the easy and difficult task, older Chinese children did not find the blamed students as higher in ability than those with neutral feedback. The results were explained in terms of the maturity in the conceptions of ability and effort, as well as of the cultural differences in the perceptions of individual causes.