Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance
Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance
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DOI：
10.1348/000709906x113662
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发表时间：
2007-06-01
影响因子：
3.7
通讯作者：
Keller, Johannes
中科院分区：
文献类型：
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作者：
Keller, Johannes
背景。刻板印象威胁研究表明，负面刻板印象会破坏此类刻板印象所针对的人的表现。本文通过提供证据证明领域识别和测试项目的难度水平调节刻板印象威胁对女学生数学成绩的影响，为刻板印象威胁研究做出了贡献。目的。该研究旨在测试源自刻板印象威胁理论的理论思想和耶基斯-多德森定律中概述的假设，提出唤醒、任务难度和绩效之间的非线性关系。样本。参与者是 108 名就读中学的高中生。方法。参与者进行了包含不同难度级别的数学问题的测试。一半的参与者了解到该测试已被证明会产生性别差异（刻板印象威胁）。另一半则得知，该测试已被证明不会产生性别差异（无威胁）。参与者对数学领域的认同程度被列为准实验因素。结果。数学方面的女学生在刻板印象威胁的情况下表现出成绩下降。此外，根据测试项目的难度，刻板威胁操纵对低域标识符和高域标识符的性能有不同的影响。在困难的项目上，低标识符在受到威胁（与没有威胁相比）时表现出更高的性能，而在高标识符中则相反。这种交互作用在简单的项目上并没有出现。结论。领域识别和测试项目难度是试图了解刻板印象威胁对性能的影响时需要考虑的两个重要因素。
Background. Stereotype threat research revealed that negative stereotypes can disrupt the performance of persons targeted by such stereotypes. This paper contributes to stereotype threat research by providing evidence that domain identification and the difficulty level of test items moderate stereotype threat effects on female students' maths performance.Aims. The study was designed to test theoretical ideas derived from stereotype threat theory and assumptions outlined in the Yerkes-Dodson law proposing a nonlinear relationship between arousal, task difficulty and performance.Sample. Participants were 108 high school students attending secondary schools.Method. Participants worked on a test comprising maths problems of different difficulty levels. Half of the participants learned that the test had been shown to produce gender differences (stereotype threat). The other half learned that the test had been shown not to produce gender differences (no threat). The degree to which participants identify with the domain of maths was included as a quasi-experimental factor.Results. Maths-identified female students showed performance decrements under conditions of stereotype threat. Moreover, the stereotype threat manipulation had different effects on low and high domain identifiers' performance depending on test item difficulty. On difficult items, low identifiers showed higher performance under threat (vs. no threat) whereas the reverse was true in high identifiers. This interaction effect did not emerge on easy items.Conclusions. Domain identification and test item difficulty are two important factors that need to be considered in the attempt to understand the impact of stereotype threat on performance.