12 3

530 1 7.350.2 2

34

81 86

88 Henderlong & Lepper, 2002; Nye, Hedges, & Konstantopoulos, 2001; Finn, Gerber,

Achilles, & Boyd-Zaharias, 2001; Blatchford, 2001; Belfeld & Levin, 2002

91 88 91

86 Kane, Sandretto, & Heath, 2002; Kulinna, Silverman, & Keating, 2000

thinking being

internal models Goodnow &

355

93 35 4 355 374

Collins, 1990, p.2

Bodycott, Walker, Kin, & Lin, 2001

illusory correlation Chapman & Chapman, 1967, 1969

functional fixedness Dunker,1945; Glucksburg

& Danks, 1968; Gluckberg & Weisberg, 1966; Greeno, Magone, & Chaiklin, 1979

self-confirming Pohan Teresita, 2001

Datnow &

Castellano, 2000

Cadwell & Jenkins, 1986

Smith &

Croom, 2000

Zohar

Zohar, Degani, & Vaaknin, 2001

81a 81b

84

10.6

356

Greenwald, Banaji, Rudman, FaruhamNosek, & Mellot, 2002

LaPiere, 1934; Andrews

& Kandel, 1979

83

86

Cohen & Murphy, 1984; Rumelhart,

1980

84

88 p. 2

357

81b

control process

Heider, 1944, 1958; Jones & Davis, 1965 automatic process

Schneider & Shiffrin, 1977

Goodnow, & Collins, 1990

Beyond freedom and dignity Skinner, 1971

Skinner, 1987

Levy, Plaks, Hkong, Chiu, & Dweck, 2001; Levy & Dweck, 1998; Hong, Chiu, Dweck, Lin, & Wan,

1997; Dweck, Chiu, & Hong, 1995 entity theory

incremental theory

91

358

81a 81b Lin, 2002 91

enrichment

Moore & Esselman, 1992; Ross, 1992

Butler 2000

Gervey, Chiu, Hong, & Dweck,

1999

359

91

Levy & Dweck, 1998; Heyman &

Dweck, 1998; Hong et al., 1997 91

performance effort

91

Dweck

Hong, Chiu, Dweck, Lin, & Wan, 1999

Levy & Dweck, 1998

360

530

1

1

40 41 40 41

12 3 67 14 96

35 7 49 12 103

33 8 43 14 98

31 20 44 9 104

12 1 93 23 129

123 39 296 72 530

1 2 3

361

1 2

1 2

1 2 3 4 5

6 7 8 9

10 11 12

.954 N =41

0

1 1 0

0 6 0

6

2

0 2 3 4 5 6

7.3 50.22 6.040 df =6 n.s.

2

0 0 0

1 13 2.4

2 27 4.9

3 87 15.9

4 145 26.6

5 173 31.7

6 101 18.5

546 100.0

362

3

3

2.2 12 97.8 531 100 543

73.9 394 26.1 139 100 533

5.4 29 94.6 510 100 539

62.7 335 37.3 199 100 534

3.9 21 96.1 517 100 538

67.4 359 32.6 174 100 533

4

4

2 11.631 df =2 p< .

01 2 9.846 df =2 p< . 01 2 13.487 df =2 p< . 01

4

**

91.9 34 77.3 174 68.5 185 73.9 393

8.1 3 22.7 51 31.5 85 26.1 139

100 37 100 225 100 270 100 532

**

75.7 28 67.8 154 56.3 151 62.6 333

24.3 9 32.2 73 43.7 117 37.4 199

100 37 100 227 100 268 100 532

**

83.8 31 72.8 163 60.4 163 67.2 357

16.2 6 27.2 61 39.6 107 32.8 174

100 37 100 224 100 270 100 531

**p< .01

363

5

5

5

5

98.9 538 1.1 6 100 544

90.4 488 9.6 52 100 540

97.0 523 3.0 16 100 539

89.3 486 10.7 58 100 544

92.9 501 7.1 38 100 539

81.7 442 18.3 99 100 541

62 36.349 df =2 p< .0001 2 56.814 df =2 p<

.0001 2 39.616 df =2 p< .0001

6

**** 65.0 26 89.9 204 94.8 257 90.5 487

35.0 14 10.1 23 5.2 14 9.5 51

100 40 100 227 100 271 100 538

**** 53.8 21 91.8 212 92.6 252 89.5 485

46.2 18 8.2 19 7.4 20 10.5 57

100 39 100 231 100 272 100 542

**** 45.0 18 83.8 192 85.6 231 81.8 441

55.0 22 16.2 37 14.4 39 18.2 98

100 40 100 229 100 270 100 539

****p< .0001

364

91 1

2 3 4 5 6

7 8 9 10 11

12 7

1

2

8

7

3 2 1 0 2 3

12 4 23 3 9 3

3 0 7 0 7 2

2 0 11 0 16 2

268 122 175 140 74 109

127 125 132 101 98 71

29 217 76 215 81 232

6 2 9 1 18 6

3 3 7 3 37 5

0 0 1 0 0 1

60 22 77 34 160 32

1 27 3 22 22 59

514 524 522 519 524 525

8

3.9 20 1.1 6 8.0 42 0.6 3 6.5 34 1.9 10

52.1 268 23.3 122 33.5 175 27.0 140 14.1 74 20.8 109

24.7 127 23.9 125 25.3 132 19.5 101 18.7 98 13.5 71

17.3 89 45.6 239 29.3 153 48.0 249 46.0 241 50.3 264

1.9 10 6.1 32 3.8 20 5.0 26 14.7 77 13.5 71

100.0 514 100.0 524 100.0 522 100.0 519 100.0 524 100.0 525

365

1 2

1 2

52.1% 33.5% 14.1% 17.3%

29.3% 46.0% 2

1

11.2

7

1

2

366

3

2 9

5 2 9

1

2

3

4

9

9

- 11.1 4 4.2 9 2.7 7 3.9 20

- 5.4 2 1.4 3 0.4 1 1.1 6

- 13.5 5 7.4 16 7.8 21 8.1 42

- 0.0 0 0.9 2 0.4 1 0.6 3

- 13.5 5 5.9 13 6.0 16 6.5 34

- 8.1 3 1.4 3 1.5 4 1.9 10

- 41.7 15 58.1 125 48.5 127 52.0 267

- 16.2 6 23.9 52 23.5 63 23.1 121

- 27.0 10 39.4 85 29.5 79 33.4 174

- 27.0 10 28.9 63 25.1 66 26.8 139

- 16.2 6 14.2 31 13.9 37 14.1 74

- 13.5 5 19.7 43 22.3 60 20.6 108

- 30.6 11 20.5 44 27.5 72 24.8 127

- 13.5 5 27.5 60 22.4 60 23.9 125

- 21.6 8 26.9 58 24.6 66 25.3 132

- 18.9 7 20.2 44 19.0 50 19.5 101

- 18.9 7 16.4 36 20.6 55 18.7 98

- 13.5 5 14.7 32 12.6 34 13.5 71

- 16.7 6 15.8 34 18.7 49 17.3 89

- 51.4 19 42.7 93 47.4 127 45.7 239

- 29.7 11 25.5 55 32.5 87 29.4 153

- 43.2 16 45.9 100 50.6 133 48.1 249

- 37.8 14 48.4 106 44.9 120 45.9 240

- 37.8 14 55.0 120 48.3 130 50.4 264

- 0.0 0 1.4 3 2.7 7 1.9 10

- 13.5 5 4.6 10 6.3 17 6.1 32

- 8.1 3 0.9 2 5.6 15 3.8 20

- 10.8 4 4.1 9 4.9 13 5.0 26

- 13.5 5 15.1 33 14.6 39 14.7 77

- 27.0 10 9.2 20 15.2 41 13.5 71

- 100.0 36 100.0 215 100.0 262 100.0 513

- 100.0 37 100.0 218 100.0 268 100.0 523

- 100.0 37 100.0 216 100.0 268 100.0 521

- 100.0 37 100.0 218 100.0 263 100.0 518

- 100.0 37 100.0 219 100.0 267 100.0 523

- 100.0 37 100.0 218 100.0 269 100.0 524

367

Carol Dweck

Dweck, 2002a

Beliefs that make smart people dumb. Dweck, 2002b

Kamins & Dweck, 1999

Dweck Levy & Dweck, 1999; Gervey, et al., 1999

Stevenson

Crystal & Stevenson, 1991; Uttal, Lummis, & Stevenson, 1988

368

Dweck

Levy & Dweck, 1999

1

2

3 social

desirability

87

158 159

Gottesman, 1963; Gottlieb, 1991;

Scarr, 1992, 1994

81

83 3 1-42

88 7 1-16

88

81a 1 59-77

81b 21 81-120

84 3 2-92

86 NSC84-2413-H-030-

002

91

369

86

87 40 1

73-86

91

86 6 135-152

91

88

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372

2003 09 01

2003 12 18

2004 01 16

2004 02 02

373

Teachers’ Belief on Human Nature and Education : AnAnalysis of the Ability Conception and Performance

Attribution and Educational Practice

WEN-YING LIN

Graduate Institute of Psychology

Fo-Guang University

The present research starts out from the hypothesis derived from the previous work that conception of human

nature may be another important contributing factors of educational practice besides conception of education.

Taking conception of ability as the key conception of human nature, the present research was conducted

under three purposes: (a) to understand teachers conception of ability in terms of malleability, (b) to explore

the relationship between teachers’ beliefs in ability malleability and their attribution of students’ performance,

as well as the relationship with (c) educational practice. 530 teachers from primary, junior high and high

schools responded to the questioner consisted of measurement of ability conception and hypothesized stories.

The results demonstrated that: (a) most teachers believe that ability is a malleable trait., (b) those believe in

high malleability attribute students performance to effort, low malleability to ability, (c) those believe in high

malleability believe in the effectiveness of education more than others, (d) those do not believe in malleability

of ability incline to negative educational practice. Finally, the suggestions to the teachers education based on

the research results were discussed.

KEY WORDS: conception of human nature, conception of ability, teachers’ belief, performance

attribution, educational practice

374

Bulletin of Educational Psychology, 2004, 35(4), 355-374

National Taiwan Normal University, Taipei, Taiwan, R.O.C.