摘要
旨在检验数学-性别刻板印象是否对我国高中女生产生威胁效应,并探讨场认知风格在数学-性别刻板印象威胁效应中是否存在调节作用。研究发现,女生在激活数学-性别刻板印象情境下的工作记忆容量显著低于在非激活情境下的工作记忆容量;认知风格和测验情境之间交互效应显著,场依存个体激活情境下的工作记忆容量显著低于非激活情境下的,场独立个体两种情境下相差不显著。说明数学-性别刻板印象给女生带来了威胁;认知风格调节着数学-性别刻板印象威胁效应的强弱,场依存个体受到的威胁很大,场独立个体几乎不受威胁。
The experiment was designed to inspect whether mathematical gender stereotype bring threat effect to middle school girls or not, and to explore whether there is moderating moderating effect of field cognitive style to the threat effect. The study found that girls＇ working memory span in mathematical gender stereotype context was sig- nificantly lower than in non mathematical gender stereotype context; a significant interaction effect between the cognitive style and the test context was found. Field dependence individuals＇ working memory span in mathemati- cal gender stereotype context was significantly lower than in non mathematical gender stereotype context; field in- dependence individuals＇ working memory span didn＇t have significant difference between different contexts. The results indicated that the mathematical gender stereotype brings a threat to girls; the cognitive style moderates mathematical gender stereotype threat effect, field dependence individuals encounter serious threat, but field inde- pendence individuals encounter few threat.
出处
《心理与行为研究》
CSSCI
北大核心
2015年第3期302-305,319,共5页
Studies of Psychology and Behavior
基金
教育部人文社会科学研究青年基金项目(11YJC190017)
