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相关概念视频

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Growth versus Fixed Mindset01:24

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Carol Dweck introduced the term mindset to describe individuals' beliefs about their intellectual and personal capabilities. These beliefs significantly influence psychological processes such as motivation, goal-setting, and perseverance, ultimately shaping academic and life outcomes. Individuals generally possess one of two mindsets- a fixed or a growth mindset—each promoting different responses to success, failure, and challenge.Fixed vs. Growth MindsetA fixed mindset assumes that one's...
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Sources of Self-Esteem I: Family Experience01:18

Sources of Self-Esteem I: Family Experience

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Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
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Self-Discrepancy Theory02:45

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One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
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Sources of Self-Esteem III: Social Comparison01:27

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Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
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Updated: Sep 19, 2025

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教育未来导向中的性别差异:一个元分析

Ruijun Song1, Nengtong Jiang1, Jiaqi Tang1

  • 1Department of Applied Psychology, Changsha Normal University, Changsha, China.

Scandinavian journal of psychology
|June 17, 2025
PubMed
概括
此摘要是机器生成的。

女孩表现出比男孩更高的教育未来导向. 这次元分析综合了31项研究,揭示了年龄和地区等关键因素对教育愿望中的性别差异产生影响.

关键词:
教育教育教育教育的教育.未来的方向 未来的方向性别差异是性别之间的差异.这是一个元分析.

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科学领域:

  • 教育心理学教育心理学
  • 发展心理学 发展心理学

背景情况:

  • 在教育未来导向中性别差异的报道不一致.
  • 了解缓和因素对于教育研究至关重要.

研究的目的:

  • 综合现有关于教育未来方向性别差异的研究.
  • 检查主持人,如发展阶段,测量工具,地区和出版年份.

主要方法:

  • 对31项符合条件的研究进行了元分析.
  • 分析了33个独立样本中的48个效果大小.
  • 超分析技术评估了性别差异和调节变量.

主要成果:

  • 发现了显著的性别差异,女孩表现出比男孩更高的教育未来导向.
  • 发展阶段,测量仪器,地理区域和出版年份解释了研究异质性.

结论:

  • 这一元分析证实,女生在教育上总的来说比男生有更高的未来导向.
  • 识别的主持人提供了对跨研究的教育愿望变化的见解.
  • 这些发现促进了对性别和教育目标的理解,并指导了未来的性别和教育目标研究.