呼和浩特市高一年级学生对学业不良学生刻板印象研究  

Stereotypes of low-achieving students among senior high school students

作　　者：张帆[1,2] 王明怡[2] 陈英和[3] 

机构地区：[1]第二军医大学心理与精神卫生学系,上海200433 [2]北京林业大学人文社会科学学院应用心理学系 [3]北京师范大学发展心理研究所

出　　处：《中国学校卫生》2016年第6期867-869,共3页Chinese Journal of School Health

基　　金：教育部人文社会科学重点研究基地重大项目(12JJD190001)

摘　　要：目的探究高一学生对学业不良学生的刻板印象特点,为构建和谐的校园人文氛围提供参考。方法以呼和浩特市重点和普通中学各30名高一年级学生为研究对象,使用内隐联想测验和问卷测量被试对学业不良学生能力和社会性发展的刻板印象。结果高中生对学业不良学生与积极能力[(1 217.19±332.92)ms]和社会性词汇配对的反应时[(1 124.18±276.43)ms]长于与消极能力[(686.72±126.32)ms]和社会性词汇配对的反应时[(699.47±131.31)ms](t值分别为14.37,14.33,P值均<0.01),且能力和社会性外显问卷的得分(1.16±1.03,1.13±1.24)均高于0(t值分别为8.71,7.07,P值均<0.01)。内隐与外显刻板印象相关无统计学意义(P值均>0.05)。结论高中生对学业不良学生的消极态度已经达到自动化加工的水平,需要引起教育者的重视。Objective The study was designed to investigate stereotypes of low-achieving students among senior high students. Methods Totally, 30 students from a key high school and 30 from an average high school were selected to take two implicit association tests. Results Senior high school students＇ average reaction time on the compatible tasks were significantly lower than on the incompatible task（ tcompetence= 14.37, tsociality= 14. 33,P〈0. 01）, and the results of competence and sociality scale were significantly high than 0（ Mcompetence = 1.16±1.03, Msociality = 1.13±1.24, P〈0.01）; there was no correlation between implicit and explicit stereotypes. Conclusion senior high students＇ competence and sociality; more attention should be paid on this phenomenon.

关 键 词：刻板 成绩不良 认知 学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学] R395.6[哲学宗教—心理学]