The Contrast Research Of Children's Goal Commitment By The Intervention Of Imaginative Representation

This research emphasizes the self-regulation role of the ideal self. And based on this ideal, it comprehensively analyses the characteristieon ideal-self research. Using Oettingen' s goal setting model -Fantasy Realization Theory for reference, This research probes into what the goal realization or not will effect the children' s goal devotion by means of imagination. We choose the effect of self and important others as the topic of imaginative representation, so the effect of intervention could reflect the development state of children' s self representation.Our subjects are the students coming from grade 2 to 6. on the base of pre-investigation, we set four experimental groups and one control group, which imagine his or her own' s, parents' , friends' and teachers' responses to their goal achievement or not by the form including making up stories, role performance and so on. Thought the contract of the experimental group and the control group, we want to study the intervention of imaginative representation' s influence to children' s goal commitment and inspect the stage characteristic of children' s self-representation development.This study indicates that:1. Imagination is a useful intervention manner. Imaging own and others responses to the behavior outcome can promote individual' s goal commitment. Intervention of imaginative representation has the notable experimental effect on the facet of emotion and feeling. And on the facets of efforts and task achievement, intervention effects vary among grades.2. The influential factors are not the same to the different grade' s students. The influence coming from parents and teachers are the most notable to the subjects of Grade 2. To the subjects of Grade 3, the effect of intervention from self imaginative representation is very obvious and the effect of intervention from important others' imaginative representation goes down. At Grade 4, friends' effect rises and it arrives the highest point on Grade 5. For the subjects of Grade 6, teachers have no effect on their goal commitment.3. Ideal self, possible self and real self bring different influence to subjects' goal commitment of various grades.