複数モデノレと達成動機が児童の自己評価基準に及ぼす効果

抄録

This study investigated the effects of children's need for achievement and multiple modeling on children's self-reinforcement behavior A3x2x2 factorial design, with three modeling conditions, high or low n-ach and grades was used. The Ss were 132 third and fifth graders in a public elementary school. One-third of the Ss were exposed to a stringent-model adopting a high criterion for self-reinforcement, one-third to a lenientmodel adopting a low criterion for self-reinforcement and one-third to the above two models. The level of n-ach was determined by scores on TAT. The criteria adopted by the high n-ach children in the two-model condition were more lenient than those in the stringent-model condition and were more stringent than those in the lenient-model condition. The criteria adopted by low n-ach children were more lenient than those in the stringent-or the lenient-model condition. In the two-model condition, no significant grade differences were found in the mean number of self-administered reinforcers.