中国临床心理学杂志

反刻板印象信息对减弱数学-性别刻板印象威胁效应的作用

作者：宋淑娟¹ 刘华山²

单位：1 黄冈师范学院教育系黄冈 438000
2 华中师范大学心理学院武汉 430079

分类号：R395.1

出版年,卷(期):页码：2014,22(3):386-389

摘要：

目的:有研究发现负性刻板印象对被刻板对象会产生威胁效应,本研究探讨反数学-性别刻板印象信息能否给女生带来积极效应。方法:选取150名高二理科女生,完全随机分成三组,分别在不同的数学-性别刻板印象情境下接受数学相关测验。第一组为语言减弱组,测验时有意通过语言声称方式提供反数学-性别刻板印象信息;第二组为榜样减弱组,测验时有两位女性数学非常棒的楷模在场;第三组为控制组,测验情境中不有意提供任何数学性别信息。结果:语言减弱组的工作记忆容量显著低于控制组(P<0.01),榜样减弱组的工作记忆容量和数学测验成绩都显著高于控制组(P值均小于0.05)。结论:语言声称方式直接提供反数学-性别刻板印象信息不能对女生产生积极效应,相反还会给女生带来威胁效应;榜样方式提供反数学-性别刻板印象信息对女生有明显的积极效应。

Objective: Previous studies suggest the gender stereotype on mathematics leads to a threat effect on girls'mathematics learning, the study aimed to explore whether counter-stereotype information had a positive effect to girls ornot? Methods: 150 senior middle school girls in science were selected as subjects. All subjects were randomly assigned to3 groups(language reducing group, model reducing group and control group), three groups had no differences in mathemat-ics achievement. Each group completed working memory test and mathematics test in different mathematics-gender stereo-types situations. Results: Working memory performance was poorer in language reducing group compared with controlgroup(P<0.01), while model reducing group performed better both on working memory task and mathematics test comparedwith control group(P<0.05). Conclusion: Counter-stereotype information through spoken language may bring negative ef-fect to the mathematics learning for girls, whereas counter-stereotype information through example makes positive effect togirls' mathematics learning.

基金项目：

教育部人文社会科学研究青年基金项目“数学-性别刻板印象的调查及其威胁效应的研究”(11YJC190017)资助

作者简介：

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