Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson
Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson
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刻板印象威胁对认知要求高的数学课学习的影响
DOI：
10.1111/cogs.12558
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发表时间：
2018
影响因子：
2.5
通讯作者：
L. Richland
中科院分区：
文献类型：
--
作者：
E. Lyons;Nina K Simms;K. Begolli;L. Richland
刻板印象威胁-一种情境背景下，个人担心确认一个负面的刻板印象-往往会影响测试性能，一个假设的机制是，认知资源暂时被侵入性的想法和担忧所占用，导致个人表现不佳，尽管高内容的知识和能力（见Schmader & Beilock，）。我们在这里测试是否刻板印象的威胁也可能会影响初始的学生学习和知识的形成时，有经验的指导之前。绝大多数非裔美国五年级学生提供了他们的种族或日期之前的录像，概念上要求数学课。那些参加比赛的学生随着时间的推移保持了更少的学习，更少地享受课程，报告说学习更多的欲望减弱，并且不太可能选择参加可选的数学活动。在具有高基线认知资源的学生中，不利影响最大。虽然刻板印象威胁已经被证明会损害测试成绩，但影响延伸到初始学习的发现表明，刻板印象威胁对成就差距的贡献可能被大大低估。
Stereotype threat-a situational context in which individuals are concerned about confirming a negative stereotype-is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated.
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影响因子：
3.6
作者：
Neuburger;Ruthsatz;Jansen;Quaiser-Pohl
通讯作者：
Quaiser-Pohl
影响因子：
7.6
作者：
Woodcock, Anna;Hernandez, Paul R.;Estrada, Mica;Schultz, P. Wesley
通讯作者：
Schultz, P. Wesley
影响因子：
4.6
作者：
McKown, C;Weinstein, RS
通讯作者：
Weinstein, RS
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J