绩效目标和固定的心态是否解释了刻板印象威胁与成就之间的关系? 在STEM中检查种族边缘化和白人学生之间的差异
Alexandra A Lee1, Delaram A Totonchi2, Stacy Priniski3
1Department of Counseling, Educational Psychology, and Special Education, Michigan State University.
Learning and individual differences
|November 4, 2024
概括
种族刻板印象的威胁降低了所有学生的成绩. 然而,心态信念独特地影响了这种威胁如何影响白人学生与代表不足的少数民族 (URM) 学生相比.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 刻板印象威胁研究研究
背景情况:
- 种族刻板印象的威胁对学业成绩产生了负面影响,特别是对代表性不足的少数民族 (URM) 学生.
- 了解目标导向和心态信念等激励因素的作用对于减轻刻板印象威胁效应至关重要.
研究的目的:
- 调查绩效目标导向和心态信念如何调解种族刻板印象威胁和学业成绩之间的关系.
- 检查这些调解过程是否在代表性不足的少数群体的学生和白人学生之间有所不同.
主要方法:
- 对1376名本科化学学生的样本进行了多组分析.
- 该研究评估了感知到的种族刻板印象威胁,绩效回避目标和固定心态信念.
- 统计模型检查了不同学生群体中这些变量的相互作用.
主要成果:
- 种族刻板印象的威胁与URM和白人学生的成绩较低有关.
- 与白人学生相比,URM学生的种族刻板印象威胁更强烈地预测了绩效避免目标.
- 固定的心态信念调节了种族刻板印象威胁和白人学生的绩效目标之间的关联,对那些更具固定的心态的人来说,观察到的效果更强烈.
结论:
- 虽然种族刻板印象的威胁对所有学生的成绩构成风险,但动机信念起着差异性的作用.
- 固定的心态信念似乎加剧了刻板印象威胁对白人学生绩效目标的负面影响.
- 旨在解决刻板印象威胁的干预措施可能需要考虑特定群体的激励因素.
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