Abstract
The present study was designed to inv estigate the function of self-evaluation (SE) and behavior standard on painting task in a preschool classroom. The subjects were 117 children aged six and divided into 5 groups. A 2×2 factorial design with SE or non-SE, and general behavior standard (GBS) or concrete behavior standard (CBS) was used. In addition, a control group was introduced. The task was to paint in crayon a geometrical figure without deviating from the frame for a day and done during 8 consecutive days. The GBS was set to decrease the deviation, and the CBS was set to decrease the number of deviation clearly checked in advance by the experimenter. The results were as follows: (1) CBS had both informational and motivational functions,(2) SE had a goaloriented function, and (3) girls had more stringent criterion on SE than boys.
