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

刻板印象威胁（ST）是指一个人对自己的社会群体（种族、性别）有负面的刻板印象，但又害怕确认这种刻板印象的情况。许多研究表明，在同等成绩的前提下，ST会导致在测试中出现明显的成绩缺陷。然而，研究还没有检查是否ST带来承担其有害影响，只有在性能的情况下，或已经在学习的情况下展开。此外，研究需要澄清ST是否会导致土耳其学生德语技能的习得受损，土耳其学生是一群面临着特别负面的表现刻板印象的移民学生。最后，只有很少的研究探讨教师和学生的特点，适度的ST在学习情况下的影响的作用。本研究拓展了以往的研究，旨在考察内隐（微妙）和外显（直接）ST在德语词汇习得中的作用。土耳其裔和德国裔学生的个人特点（对学业成绩、语言能力、原籍国文化和东道国文化的认同程度）以及教师的个人特点（种族背景、对土耳其裔和德国裔学生学习成绩差异原因的个人看法，在ST情况下的教育鼓励）将被检查在他们的角色作为潜在的调节ST效果。因此，我们将研究两个不同年龄组（4年级和8年级）的学生以及不同学校形式（小学，中学/综合学校，体育馆）的学生。将评估科技机制的相关指标。选择实验研究设计，其中，通过比较不同的干预，允许因果推理，并铺平了道路，制定干预措施，促进土耳其裔学生在学校德语技能的收购。

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.