Adolescents report being most motivated by encouragement from people who know their abilities and the domain.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2025-09-01 Epub Date: 2025-02-03 DOI:10.1037/dev0001920

Mika Asaba, Melissa Santos, Julian Jara-Ettinger, Julia A Leonard

引用次数: 0

Abstract

Students often receive encouragement but do not always find it motivating. Whose encouragement motivates students and what cognitive mechanisms underlie this process? We propose that students' responses to positive feedback (e.g., encouragement) hinge on mental state representations, specifically what the speaker knows. Across three studies, we find that U.S. adolescents (n = 581-759 11- to 19-year-olds per study, preregistered; > 80% racial/ethnic minorities; > 36% low income) report being more motivated by, more confident in, and more likely to seek out encouragement from hypothetical and real-world speakers (e.g., parents, teachers, peers) who are knowledgeable about both their abilities (e.g., students' math skills) and the task at hand (e.g., math). To make feedback most effective, our findings suggest that students should seek and receive encouragement from those who know them and their activities well. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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青少年表示，来自了解他们能力和领域的人的鼓励最能激发他们的积极性。

学生们经常得到鼓励，但并不总能从中得到激励。是谁的鼓励激励了学生？这个过程背后的认知机制是什么？我们认为，学生对积极反馈（如鼓励）的反应取决于心理状态表征，特别是说话者所知道的。在三项研究中，我们发现美国青少年(每项研究n = 581-759名11至19岁的青少年，预注册；> 80%的少数民族；>（36%低收入）报告说，他们更有动力，更有信心，更有可能从假设和现实世界的演讲者（如父母，老师，同龄人）那里寻求鼓励，这些演讲者对他们的能力（如学生的数学技能）和手头的任务（如数学）都很了解。为了使反馈最有效，我们的研究结果表明，学生应该从那些了解他们和他们的活动的人那里寻求和接受鼓励。（PsycInfo Database Record (c) 2025 APA，版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.