Learning orientation as a predictor of positive intergroup contact
Learning orientation as a predictor of positive intergroup contact
复制标题
DOI：
10.1177/1368430212455854
复制
发表时间：
2013-07-01
影响因子：
4.4
通讯作者：
Tropp, Linda R.
中科院分区：
文献类型：
--
作者：
Migacheva, Katya;Tropp, Linda R.
本研究采用成就动机文献中的目标取向框架，检验学习取向与绩效取向相比，是否能预测群体间接触的舒适度和兴趣。这些联系在欧洲裔美国人和非洲裔美国中学生的横截面调查（研究1），并在纵向调查与欧洲裔美国高中生（研究2）。这两项研究都得出了一致的证据，虽然表现导向通常与舒适和兴趣呈负相关，但更强的学习导向预示着更大的舒适度和对组间接触的兴趣。在研究1和研究2的纵向分析中，学习取向和舒适感以及组间接触兴趣之间的联系在两个种族组中是一致的。总之，这些研究结果指出，学习方向作为一个潜在的重要手段，促进积极的组间接触。
Adapting the goal orientation framework from the achievement motivation literature, the present research tests whether learning orientation, as compared to performance orientation, predicts greater comfort and interest in intergroup contact. These links are examined in a cross-sectional survey of European American and African American middle school students (Study 1), and in a longitudinal survey with European American high school students (Study 2). Both studies yielded converging evidence that while performance orientation generally had a negative association with comfort and interest, a stronger orientation toward learning predicted greater comfort and interest in intergroup contact. The links between the learning orientation and comfort and interest in intergroup contact were consistent across both racial groups in Study 1, and in longitudinal analyses in Study 2. Together, these findings point to learning orientation as a potentially important means for promoting positive intergroup contact.