基因中的皮格马利翁? 关于多基因分数对教育成绩的潜在负面影响
Lucas J Matthews1, Matthew S Lebowitz2, Ruth Ottman2,3
1Department of Medical Humanities & Ethics, Columbia University Irving Medical Center.
概括
接受教育成就的低多基因分数可能会对自尊和感知到的学术能力产生负面影响. 这表明,在教育中使用遗传数据可能会造成潜在的心理社会伤害,可能是由于耻辱和自我实现的预言.
科学领域:
- 心理学 心理学 心理学
- 遗传学 是一个遗传学.
- 教育教育教育教育教育教育.
背景情况:
- 教育成就的多基因分数越来越容易通过直接向消费者进行基因测试获得.
- 已经提出了使用遗传数据来定制学生教育计划的"精准教育"的建议.
- 在教育背景下,多基因分数的心理社会影响仍然在很大程度上未被研究.
研究的目的:
- 评估多基因分数对教育成绩的潜在心理社会影响.
- 调查暴露于低百分位数的多基因分数如何影响教育环境中的自我认知和对他人的认知.
主要方法:
- 在线实验涉及接受多基因成绩教育成就的假设场景.
- 参与者回答了问题,想象他们收到了一个低百分点的分数或评价一个同学一个.
- 与对照组相比,这些措施包括自尊,自我认知能力,学术有效性和教育潜力.
主要成果:
- 想象低百分点得分的人报告自尊,能力,学术效率和教育潜力显著下降.
- 参与者评估一个假设的同学的低百分点得分归因于明显较低的学术效率和教育潜力.
- 结果表明,暴露于教育程度低的多基因分数的负面心理社会影响.
结论:
- 暴露于教育成绩的低百分位多基因分数可能会导致心理社会伤害.
- 诸如耻辱和自我实现预言等机制可以解释这些负面影响.
- 调查结果警告教育环境中不批判地使用多基因分数.
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