成绩目标和固定思维模式能解释刻板印象威胁与成绩之间的关系吗?研究 STEM 中种族边缘化学生与白人学生之间的差异

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Alexandra A. Lee , Delaram A. Totonchi , Stacy J. Priniski , Minhye Lee , Tony Perez , Lisa Linnenbrink-Garcia
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引用次数: 0

摘要

本研究探讨了成绩目标导向和心态信念是否解释了种族刻板印象威胁与成绩之间的负面关系,以及这些过程是否因学生属于历史上的少数群体而有所不同。对化学系本科生(1376 人)进行的多组分析表明,无论学生是否来自代表不足的少数群体(URM),所感知到的种族刻板印象威胁都与较低的成绩有关。与白人学生相比,少数民族学生的种族刻板印象威胁更强烈地预测了成绩逃避目标。此外,只有白人学生的固定心态信念调节了种族刻板印象威胁与成绩目标之间的关系。对于具有较强固定心态的白人学生来说,刻板印象威胁与成绩目标之间的关系更强。研究结果表明,虽然种族刻板印象威胁可能会对美国少数民族学生和白人学生产生不利影响,但动机信念可能会对每个群体产生不同的影响,从而塑造刻板印象威胁的结果。科学学习环境也不例外。在这些环境中,尤其是在种族边缘化的学生中,普遍存在着对表现不佳和证实刻板印象的焦虑,从而导致这一学生群体的成绩下降(即刻板印象威胁)。在本研究中,我们分别研究了种族刻板印象威胁对种族边缘化学生和白人学生的影响。结果显示,种族刻板印象威胁导致了种族边缘化学生和白人学生的科学成绩下降。对于种族边缘化的学生来说,种族刻板印象威胁也会使他们的目标更少地关注成长和学习,而更多地关注避免在他人面前显得无能(即成绩回避目标)。此外,对于白人学生来说,他们更相信智力是固定的,是无法提高的(即固定思维模式),这加剧了刻板印象威胁对他们目标取向的负面影响,导致他们优先考虑显得聪明和避免在他人面前显得无能。这项研究强调了种族刻板印象威胁对边缘化和非边缘化学生的动机信念和成就的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM

This study examined whether performance goal orientations and mindset beliefs explicate the negative relation of ethnic stereotype threat with achievement and whether these processes vary depending on students' membership in a historically minoritized group. Multigroup analyses of undergraduate chemistry students (N = 1376) indicated that perceived ethnic stereotype threat was associated with lower achievement regardless of whether students were from underrepresented minority groups (URM). For URM students, compared to White students, ethnic stereotype threat more strongly predicted performance-avoidance goals. Further, fixed mindset beliefs moderated the relation of ethnic stereotype threat with performance goals for White students only. The relations of stereotype threat with performance goals were stronger for White students with a greater fixed mindset. Findings imply that while ethnic stereotype threat has the potential to detrimentally impact both URM and White students, motivational beliefs may exert somewhat distinct influences within each group, shaping the outcomes of stereotype threat.

Educational relevance

In our society, there are pervasive stereotypes about who can achieve success in competitive fields. Science learning contexts are no exception. In these contexts, and particularly among racially-marginalized students, anxieties about performing poorly and confirming stereotypes are prevalent, resulting in lower achievement for this student group (i.e., stereotype threat). In this study, we examined the consequences of ethnic stereotype threat for racially-marginalized and White students separately. Results revealed that ethnic stereotype threat led to lower science grades for both racially-marginalized and White students. For racially-marginalized students, ethnic stereotype threat also steered them toward goals focused less on growth and learning and more on avoiding looking incompetent to others (i.e., performance-avoidance goals). Further, for White students, a stronger belief that intelligence is fixed and cannot be improved (i.e., fixed mindset belief) exacerbated the negative effects of stereotype threat on their goal orientations, leading them to prioritize appearing intelligent and avoiding seeming incompetent to others. This research highlights the impact of ethnic stereotype threat on marginalized and non-marginalized students' motivational beliefs and achievement.

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来源期刊
Learning and Individual Differences
Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.60
自引率
2.80%
发文量
86
期刊介绍: Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
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