数学性别刻板印象威胁对初中女生的影响及干预研究.pdfVIP

论 文 摘 要 刻板印象威胁指个体在受到对其不利的刻板印象的情况下，担心自己验证这 一刻板印象而产生紧张、焦虑的体验。数学性别刻板印象威胁特指外界对男女生 在数学学习上的不同看法 （认为男生学习数学比女生存在优势），导致女生数学 表现不佳的现象。国外已有不少研究对该问题进行探讨，而国内研究则相对较少， 且主要针对成年人。本研究选取初中女生为考察对象，分为两个部分：实验一在 Steele 等人经典研究范式的基础上，加入数学自我概念和数学自我效能感两个 心理因素，探讨此两因素与数学性别刻板印象威胁的关系及相互的影响。实验二 基于Turner 的自我分类理论，通过模糊群体分类的边界，考察这一干预方法对 降低威胁效应的作用。 研究的主要结论如下： （1）在有数学性别刻板印象威胁的情况下，初中女生的数学成绩较没有这 一威胁的情况下差； （2 ）数学自我概念越高的女生越易受到数学性别刻板印象威胁的影响； （3 ）数学性别刻板印象威胁对初中女生的数学自我效能感无显著影响； （4 ）模糊群体边界能够有效降低刻板印象威胁的影响，但对于初中女生的 数学自我效能感无显著作用。 关键词：刻板印象威胁；数学自我概念；数学自我效能感；自我分类理论 ABSTRACT Stereotype threat is the experience of anxiety or concern in a situation where a person has the potential to confirm a negative stereotype about their social group. Math-gender stereotype threat is restricted to the math area, where it is said that boys do quiet better than girls, which may lead to bad performance of girls. Lots of researches have been published overseas. However, little has been found in China and mostly took adults as participants. Here we use teenage girls as research objects, including two parts: based on the classic way, the experiment 1 has contained two more psychological factors—mathematics self-concept and self-efficacy—to find out the relationship between these two factors and stereotype threat. The second experiment is, according to Tuner’s self-categorization theory, to blur the intergroup boundaries by writing down the same points of male and female to diminish stereotype threat. The major conclusions are as follows: (1) Teenage girls are affected by the math-gender stereotype threat, which leads to low math score. (2) The higher the math self-concept, the stronger the effects of stereotype threat. (3) No effe