权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Effects and moderators of Stereotype threat in vocabulary/language learning situations among primary and secondary school students of Turkish origin

土耳其裔中小学生词汇/语言学习情境中刻板印象威胁的影响和调节因素

基本信息

批准号：
392231161
负责人：
Professorin Dr. Bettina Hannover
金额：
--
依托单位：
Institut für Schulentwicklungsforschung (IFS)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2018
资助国家：
德国
起止时间：
2017-12-31 至 2021-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/392231161?language=en
关键词：
Effects moderators Stereotype threat vocabulary

项目摘要

Stereotype threat (ST) describes the situation in which the knowledge of a negative stereotype targeting one's own social group (ethnicity, gender) triggers the fear of confirming it. Numerous studies have demonstrated that ST - given otherwise equal performance prerequisites - entails marked performance deficits in testing situations. However, research has yet to examine whether ST brings to bear its detrimental effects only in performance situations or unfolds already in learning situations. Moreover, research needs to clarify whether ST leads to impairments in the acqui-sition of German language skills among Turkish students, a group of immigrant students that faces particularly negative performance stereotypes. Finally, only very few studies examine the role of teacher and student characteristics that moderate the effects of ST in learning situations. Expanding previous research, the proposed research project will examine the effects of implicit (subtle) and explicit (direct) ST in a learning situation focusing the acquisition of German vocabu-lary. Individual characteristics of students of Turkish and German origin (strength of identification with scholastic achievement, with verbal competence, with culture of origin, and with culture of host country) as well as individual characteristics of teachers (ethnic background, personal beliefs regarding the causes of differences in learning achievements between students of Turkish and German origin, educative encouragement in a ST-situation) will be examined in their role as po-tential moderators of ST effects. Hereby, we will study students of two different age groups (4th and 8th grade) as well as students of different school forms (elementary school, secondary school/comprehensive school, Gymnasium). Relevant indicators for ST mechanisms will be as-sessed. Experimental study designs are selected, which, by means of comparing different inter-ventions, allow causal inferences and pave the way for developing interventions that foster the acquisition of German language skills among students of Turkish origin at school.

刻板印象威胁（Stereotype threat， ST）指的是，当知道自己的社会群体（种族、性别）有负面刻板印象时，就会害怕确认这种刻板印象。许多研究表明，ST -给予其他同等的性能先决条件-在测试情况下导致明显的性能缺陷。然而，研究还没有检验ST是否只在表现情境中才会产生有害影响，还是在学习情境中就已经显现出来了。此外，研究还需要澄清ST是否会导致土耳其学生德语技能习得的障碍，土耳其学生是一群面临特别负面表现刻板印象的移民学生。最后，只有很少的研究考察了教师和学生的特征在学习情境中调节ST的作用。在先前研究的基础上，本研究将探讨内隐（微妙）和外显（直接）语用对德语词汇习得的影响。土耳其裔和德国裔学生的个体特征（对学业成绩、语言能力、原籍文化和东道国文化的认同程度）以及教师的个体特征（种族背景、对土耳其裔和德国裔学生之间学习成绩差异原因的个人信仰）；教育鼓励在ST的情况下)将审查其作为ST效应的潜在调节者的作用。因此，我们将研究两个不同年龄段的学生（四年级和八年级）以及不同学校形式的学生（小学，中学/综合学校，体育馆）。将评估技术转让机制的有关指标。选择实验研究设计，通过比较不同的干预措施，允许因果推理，并为开发干预措施铺平道路，促进土耳其裔学生在学校获得德语技能。