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首页> 外文期刊>Psychology in the schools >Stereotype threat is linked to language achievement and domain identification in young males: Working memory and intellectual helplessness as mediators
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Stereotype threat is linked to language achievement and domain identification in young males: Working memory and intellectual helplessness as mediators

机译：刻板印象威胁与年轻男性的语言成就和域识别相关联：工作记忆和智力无助作为调解员

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In the present paper, we investigated the link between stereotype threat, school achievement, and domain identification in language arts. We hypothesized that stereotype threat may lead to higher intellectual helplessness, lower working memory capacity, lower achievement, and domain identification but only in young men highly identified with their gender group. To test these assumptions we used self-descriptive measures of stereotype threat, intellectual helplessness, gender identification, and domain identification. We also evaluated working memory capacity by working memory test and school achievement using grade point average. Our predictions were tested in structural equation modeling on a nationwide sample of 319 young men from coeducational schools, aged 14-16 years. The results revealed that working memory was a mediator of achievement (gamma = 0.45, 95% confidence interval [CI] = [0.34, 0.55]), while intellectual helplessness was related to both domain identification (gamma = -0.13, 95% CI = [-0.22, -0.04]) and achievement (gamma = -0.13, 95% CI = [-0.21, -0.06]). The proposed model extends our previous work on the role of intellectual helplessness in mathematics by testing the same intervening variable in a different domain, that is, in language arts. We discuss these results in light of previous research on stereotype threat and present practical implications.
机译：在本文中，我们调查了语料型威胁，学校成就与语言艺术中的域名识别之间的联系。我们假设刻板印象威胁可能导致更高的智力无助，更低的工作记忆力，降低的成就和域识别，而只有在与性别群体高度确定的年轻人中。为了测试这些假设，我们使用了刻板印象威胁的自我描述措施，智力无助，性别识别和域识别。我们还通过使用等级点平均值来评估工作记忆测试和学校成就。我们的预测在319名来自集合学校的319名年轻人的全国范围内的结构方程模型中进行了测试，年龄在14-16岁。结果表明，工作记忆是成就的介质（γ= 0.45,95％置信区间[CI] = [0.34,0.55]），而智力无助与结构域鉴定有关（γ= -0.13,95％CI = [-0.22，-0.04]）和成就（Gamma = -0.13,95％Ci = [-0.21，-0.06]）。拟议的模型通过在不同域中测试相同的中间变量，即语言艺术来扩展我们以前的智力无助的作用。我们根据先前对刻板印象威胁的研究讨论了这些结果，并提出了实际意义。

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