Smart Girls, Dumb Boys!? How the Discourse on ''Failing Boys'' Impacts Performances and Motivational Goal Orientation in German School Students
Smart Girls, Dumb Boys!? How the Discourse on ''Failing Boys'' Impacts Performances and Motivational Goal Orientation in German School Students
复制标题
聪明的女孩，愚蠢的男孩！？
DOI：
10.1027/1864-9335/a000167
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发表时间：
2014
影响因子：
1.8
通讯作者：
Hannover
中科院分区：
文献类型：
--
作者：
Latsch;Hannover
我们调查了媒体将男孩描述为“学业失败”对中学生的影响。负面描述导致刻板印象威胁（男孩在阅读方面表现不佳）、刻板印象抗拒（男孩在数学方面表现出更强的学习目标，但在阅读方面没有表现出更强的学习目标）和刻板印象提升（女孩在阅读方面表现更好，但在数学方面没有表现出更好的学习目标）。显然，男孩的动机是否定他们的组的负面描述，然而，虽然他们可以成功地应用补偿策略时，描述他们的学习目标，这种动机并没有使他们表现得更好。因此，总体而言，媒体的描绘有助于维持性别陈规定型观念，因为在女性所涉领域，媒体的描绘削弱了男孩的表现，加强了女孩的表现，并促使男孩将其学习目标与该领域的性别内涵相结合。
We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.