刻板印象威胁及其问题:研究中的理论错误、后果与补救

IF 1.3 Q3 EDUCATION, SPECIAL
Katherine Picho-Kiroga, Ashley Turnbull, Ariel Rodriguez-Leahy
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引用次数: 3

摘要

尽管几十年来刻板印象威胁(ST)研究呈爆炸性增长,但现有研究仍然无法解释ST效应的大量可变性。虽然有些人将这种无法解释的异质性归因于尚未确定的ST机制,但我们探索了另一种假设,即ST理论在实验研究设计中经常被错误指定,它在刻板印象威胁效应中引入了实验噪声(因此也引入了可变性),而现存的调节者不太可能解释这种噪声。本研究使用多水平荟萃分析来检验研究设计中ST段错误指定对ST段结果的影响。结果显示,ST效应在没有包括其发生所需的基本条件的研究中被人为夸大。由于荟萃分析中的大多数研究都排除或部分包括了这些情况,因此这项研究的结果表明,ST对女性表现的影响可能比以前在初级和次级(荟萃分析)研究中报道的要小。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stereotype Threat and Its Problems: Theory Misspecification in Research, Consequences, and Remedies
Despite the explosive growth in stereotype threat (ST) research over the decades, a substantive amount of variability in ST effects still cannot be explained by extant research. While some attribute this unexplained heterogeneity to yet unidentified ST mechanisms, we explored an alternate hypothesis that ST theory is often misspecified in experimental research design, which introduces experimental noise (and hence variability) in stereotype threat effects unlikely to be explained by extant moderators. This study used multilevel meta-analysis to examine the impact of ST misspecification in research design on ST outcomes. Results revealed that ST effects were artificially inflated in studies that failed to include essential conditions necessary for its occurrence. Because most studies in the meta-analysis had either excluded or partially included these conditions, findings from this study suggest that ST effects on women’s performance might be smaller than previously reported in primary and secondary (meta-analytic) studies.
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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