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A stereotype threat intervention that examines causal attributions, self-efficacy, and perceived faculty support.

机译：刻板印象威胁干预措施，用于检查因果归因，自我效能感和教师支持感。

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摘要

Women underperform on math tasks in comparison to men when they are in a situation that is high in stereotype threat. Stereotype threat intervention research has found several methods for improving performance, such as allowing the female participants to attribute potential failure to an external source. This study replicated the results of a teaching intervention study that consisted of informing participants about stereotype threat, and asked that they attribute any performance-related anxiety to stereotype threat. All study participants were women. In order to make the stereotype threat message more salient, participants learned about the concept and theory by watching a video of Claude Steele discussing his research. The study additionally examined the attributions made for performance on the math test using the Causal Dimension Scale II. This study produced no significant differences. The results revealed no significant differences were found between the math test performances of the participants who were taught about stereotype threat and those who were not. The study did not show significant differences between groups on the Causal Dimension Scale II, a scale which measures attributions made for success or failure on a task. This study also looked at factors such as self-efficacy and perceived faculty support. Predictive relationships were examined by looking at treatment condition, self-efficacy, and perceived faculty support to see if these individual variables predict math test performance. Perceived faculty support did not predict math test scores, self-efficacy did not predict math test scores, and treatment condition did not predict math test performance. This study also examined potential interaction effects between self-efficacy with perceived faculty support and also self-efficacy with internal attributions in order to examine if they predict math test performance. Results indicated that these factors were not predictive of performance on the math test. Interaction effects were not significant resulting in self-efficacy and perceived faculty support not interacting to predict math test performance, and self-efficacy and internal attributions did not interact to predict math test performance.
机译：在刻板印象威胁很高的情况下，与男性相比，女性在数学任务上的表现不佳。刻板印象威胁干预研究发现了几种提高绩效的方法，例如允许女性参与者将潜在的失败归因于外部原因。这项研究复制了一项教学干预研究的结果，该研究包括向参与者介绍刻板印象威胁，并要求他们将与表现相关的焦虑归因于刻板印象威胁。所有研究参与者均为女性。为了使刻板印象的威胁信息更加突出，参与者通过观看克劳德·斯蒂尔（Claude Steele）讨论他的研究的视频，了解了这一概念和理论。该研究还使用因果维度量表II检验了数学测试中的表现归因。这项研究没有明显差异。结果表明，被教导关于刻板印象威胁的参与者和没有进行刻板印象威胁的参与者的数学测试成绩之间没有发现显着差异。该研究在因果维度量表II（因果维度量表II）上没有显示两组之间的显着差异，该量表用于衡量在一项任务上成败的归因。这项研究还研究了自我效能感和教师支持感等因素。通过查看治疗条件，自我效能和所感知的教师支持来检查预测性关系，以查看这些个体变量是否可以预测数学测试成绩。教师的感知支持不能预测数学考试成绩，自我效能感不能预测数学考试成绩，治疗条件也不能预测数学考试成绩。这项研究还检查了自我效能感与感知的教职人员支持之间以及潜在的自我效能感与内部归因之间的潜在交互作用，以检查他们是否预测数学测试成绩。结果表明这些因素不能预测数学测试的表现。交互作用并不显着，导致自我效能感和教职员工的支持无法相互作用以预测数学考试成绩，自我效能感和内部归因并未相互作用以预测数学考试成绩。

著录项

  • 作者

    Frost, Megan.;

  • 作者单位

    University of Rhode Island.;

  • 授予单位 University of Rhode Island.;
  • 学科 Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 94 p.
  • 总页数 94
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;
  • 关键词

  • 入库时间 2022-08-17 11:38:24

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