Stereotype threat in learning situations? An investigation among language minority students
Stereotype threat in learning situations? An investigation among language minority students
复制标题
学习情境中的刻板印象威胁？
DOI：
10.1007/s10212-022-00618-9
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发表时间：
2022
影响因子：
3
通讯作者：
McElvany
中科院分区：
文献类型：
--
作者：
König;Stang-Rabrig;Hannover;Zander;McElvany
刻板印象威胁是对不同语言背景学生语言能力差异的一种潜在解释。语言能力是教育成功的重要前提，因此研究语言能力具有重要意义。虽然科技对学习成绩的影响在经验上得到了很好的证明，但对于科技是否也会损害学习，我们知之甚少。因此，我们调查了少数民族语言小学生的词汇学习情况，并寻找潜在的调节因素。在前测设计中，将240名平均10岁的德国四年级学生(MAGE= 9.92，SD= 0.64；49.8%女性)随机分配到四种实验条件之一：内隐ST、后测前无威胁消除的外显ST、后测前有威胁消除的外显ST，以及对照组。结果表明，通过阅读两篇叙事性课文学习困难词汇不受ST的影响。学生对居住地文化和原产地文化的认同以及阅读领域的刻板印象都不是调节因素。研究结果从内容和方法两个方面进行了讨论，比如动机效应可能已经破坏了可能的ST效应。对未来研究的影响包括研究这个问题，即儿童在什么年龄容易患上ST，以及学生是否已经内化了对自己群体的负面刻板印象，这可能会增加ST效应发生的可能性。
Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (MAge= 9.92,SD= 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.
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石井，N.；A.W.M.辛普森；C.C.阿什利：科学。
DOI：
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发表时间：
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期刊：
影响因子：
--
作者：
通讯作者：
--
影响因子：
4.1
作者：
J. Read
通讯作者：
J. Read
学习另一种语言的词汇（第二版）[书评]
DOI：
--
发表时间：
2015
期刊：
影响因子：
--
作者：
J. Read
通讯作者：
J. Read
小学单语和双语儿童的阅读理解：语言能力和语音处理能力的作用
影响因子：
3
作者：
Shally Novita;Kathrin Lockl;Timo Gnambs
通讯作者：
Timo Gnambs
影响因子：
3.5
作者：
Aronson, J;Lustina, MJ;Steele, CM
通讯作者：
Steele, CM