数学自我概念和数学之间的纵向关联 黑人青少年中的黑人白人刻板印象
Katherine A Perkins1, Olivenne D Skinner2, Marketa Burnett3
1Department of Psychology, University of South Carolina, Columbia, South Carolina, USA.
概括
黑人青年在整个学业期间经历了数学自我概念的下降. 七年级高层数学自我概念与较低的刻板印象认可有关,反之亦然,突出了双向关系.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 在美国,黑人青年面临着负面的数学刻板印象.
- 这些刻板印象可能会影响自我认知和学业成绩.
- 了解刻板印象和自我概念之间的联系对于干预至关重要.
研究的目的:
- 检查黑人年轻人数学自我概念的纵向变化.
- 调查数学自我概念与黑白数学刻板印象认可之间的关系.
- 探索性别在这些发展变化中的调节作用.
主要方法:
- 潜伏生长曲线建模用于563名黑人青年 (5-12年级) 的样本.
- 在数学自我概念和刻板印象认可方面收集的纵向数据.
- 分析了性别作为潜在的主持人.
主要成果:
- 数学自我概念从五年级到十二年级下降,变化速度没有性别差异.
- 在七年级,更高的数学自我概念与较低的刻板印象认可相关.
- 较高的7年级数学自我概念预测后来刻板印象认可下降;较高的刻板印象认可预测数学自我概念下降.
结论:
- 干预措施的目的应该是改善数学自我概念,减少黑人青年中有害的刻板印象信念.
- 双向关系表明,针对自我概念或刻板印象的认可可以产生积极的结果.
- 调查结果强调了在教育环境中解决社会刻板印象的重要性.
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