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題名：性別刻板印象與知覺重要他人意向對高中女生在科系選擇的影響與角色機制
書刊名：教育與心理研究
作者：孫旻暐 引用關係／陳語箴
作者(外文)：Suen, Mein-woei／Chen, Yu-chen
出版日期：2013
卷期：36:2
頁次：頁57-85
主題關鍵詞：性別刻板印象；威脅效果；威脅減除；科系選擇；重要他人；Gender stereotypes；Threat effects；Threat deduction；Discipline choosing；Significant others
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:86
  • 點閱點閱:142
學業表現中存在「男擅理，女擅文」的性別刻板印象威脅效果與威脅減除效果。而高中生對未來科系的選擇首重興趣，其次是師長與父母的意向。本研究旨在探討性別刻板印象與重要他人意向對高中女生在科系選擇意願的影響與機制，前置研究（N=42）確認高中女生抱持著科目性別刻板印象及實驗材料。而正式實驗（N=117）則採3（刻板印象操弄：威脅組vs.控制組vs.威脅減除組）×2（興趣科目：理組科目vs.文組科目）混合樣本實驗設計，以及自陳式的科系就讀意願為依變項。結果發現：一、證實「女選文，女不選理」；二、威脅組較威脅減除組有較高的文科及較低的理科就讀意願；三、師長、父親與母親的文科意向扮演著調節變項的角色；四、僅師長的理科意向為完全中介變項的角色。
The stereotypes “males are good at science, and females are good at arts” not only cause stereotype threat effects but also conducted threats deduction effects on academic performance in schools. In addition, previous studies indicated that senior high school students put their own interests at first place while choosing their university disciplines, and then followed by their teachers and parents’ intentions. Therefore, this study aims at exploring relevant gender stereotypes, and the influences and mechanism of gender stereotypes and perceived intentions of significant others on senior high school girls’ willingness of disciplines choosing. This pilot study (N=42) is conducted to explore the relevant gender stereotypes and prepare related materials for our main experiment. The main experiment use a 3 (stereotype manipulation: threat vs. control vs. threat deduction condition)×2(subject interests: science vs. arts condition) two-way mixed-participant experiment design and rated willingness of discipline selection as dependent variables. The important findings are: (1)senior high school girls indeed hold subjectrelated/ discipline-related gender stereotypes “females prefer choosing arts and do not choosing science” on subject interests, willingness of discipline selection, and perceived disciple-selection intentions of significant others; (2)girls in threat condition show significant higher willingness on choosing arts disciplines rather than those in threat deduction condition, and lower willingness on choosing science disciplines rather than those in threat deduction condition; (3)perceived intentions of teachers and parents interestingly play a moderating role between art-subject interests and willingness on choosing art-related disciplines; and the last; (4)only teachers’ intentions of science discipline play a complete mediating role between science-subject interests and willingness on choosing science-related disciples. More details and findings are discussed in this paper.
期刊論文
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2.吳懷遠(1982)。高中學生選組輔導之研究。輔導月刊，18(3/4)，25-40。  延伸查詢new window
3.陳皎眉、周育瑩(2005)。性別刻板印象及其在教育與輔導上之應用。輔導季刊，41(3)，39-49。  延伸查詢new window
4.McIntyre, R. B.、Paulson, R. M.、Lord, C. G.(2003)。Alleviating women's mathematics stereotype threat through salience of group achievements。Journal of Experimental Social Psychology，39(1)，83-90。  new window
5.Oswald, D. L.、Harvey, R. D.(2003)。A Q-methodological study of woman’s subjective perspectives on mathematics。Sex Roles，49，3-4。  new window
6.Sekaquaptewa, D.、Thompson, M.(2003)。Solo status, stereotype threat, and performance expectancies: Their effects on women's performance。Journal of Experimental Social Psychology，39，68-74。  new window
7.Aronson, J.、Lustina, M. J.、Good, C.、Keough, K.、Steele, C. M.、Brown, J.(1999)。When White men can't do math: Necessary and sufficient factors in stereotype threat。Journal of Experimental Social Psychology，35，29-46。  new window
8.Bosson, J. K.、Haymovitz, E. L.、Pinel, E. C.(2004)。When saying and doing diverge: The effects of stereotype threat on self-reported versus non-verbal anxiety。Journal of Experimental Social Psychology，40，247-255。  new window
9.楊巧玲(20051200)。性別化的興趣與能力：高中學生類組選擇之探究。臺灣教育社會學研究，5(2)，113-153。new window  延伸查詢new window
10.Keller, J.(2002)。Blatant stereotype threat and women's math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations。Sex Roles，47，193-198。  new window
11.楊龍立(199305)。我國高中學生主修科別與性別的關係之研究。教育研究資訊，1(3)，64-75。new window  延伸查詢new window
12.Sobel, M. E.(1982)。Asymptotic Intervals for Indirect Effects in Structural Equations Models。Sociological Methodology，13，290-312。  new window
13.Spencer, S. J.、Steele, C. M.、Quinn, D. M.(1999)。Stereotype threat and women's math performance。Journal of Experimental Social Psychology，35，4-28。  new window
14.Benbow, C. P.、Stanley, J. C.(1983)。Sex differences in mathematical reasoning ability: More facts。Science，222，1029-1031。  new window
15.Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
16.Marx, D. M.、Roman, J. S.(2002)。Female role models: Protecting woman’s math test performance。Personality and Social Psychology Bulletin，28(9)，1183-1193。  new window
17.陳建州(20040200)。教育期望的性別差異：高中、高職的比較。兩性平等教育季刊，26，43-57。  延伸查詢new window
18.劉淑慧、林怡青(20020300)。國三學生選擇甄選入學學校之抉擇歷程與其影響因素。中華輔導學報，11，71-123。new window  延伸查詢new window
19.謝臥龍、駱慧文、吳雅玲(19990100)。從性別平等的教育觀點來探討高雄地區國小課堂中師生互動的關係。教育研究資訊，7(1)，57-80。new window  延伸查詢new window
20.Steele, C. M.、Aronson, J.(1995)。Stereotype threat and the intellectual test performance of African Americans。Journal of Personality and Social Psychology，69(5)，797-811。  new window
21.陳皎眉、孫旻暐(20060700)。從性別刻板印象威脅談學業表現上的性別差異。教育研究月刊，147，19-30。new window  延伸查詢new window
22.Steele, C. M.(1997)。A threat in the air: How stereotypes shape intellectual identity and performance。American Psychologist，52(6)，613-629。  new window
會議論文
1.林烘煜(201212)。性別刻板印象威脅的可能前因與後果之探討--以高中女生與數學學習之關聯為例。98年度性別與科技研究計畫成果討論會。高雄市。  延伸查詢new window
2.馬國勳、伊慶春(2008)。誰是你的重要他人？探討家庭、學校對於青少年教育期望的影響與變化。2008臺灣社會學年會，臺灣社會學會主辦 (會議日期: 2008年11月)。  延伸查詢new window
3.孫旻暐(201112)。她可以做的更好--性別刻板印象對女性數學表現的影響。99年度多元族群的科學教育學門專題研究計畫成果討論會。高雄市。  延伸查詢new window
4.鄭英耀(200812)。科學課堂中的性別刻板印象威脅對女學生科學學習之影響。96年度性別與科技研究計畫成果討論會。高雄市。  延伸查詢new window
研究報告
1.孫旻暐(2009)。性別刻板印象威脅在女性數學科表現的影響與減除 (計畫編號：NSC98-2629-S-040-001-MY2)。臺北市：國科會。  延伸查詢new window
學位論文
1.洪秀珍(2010)。高高屏地區科技大學工程學門女學生性別刻板印象威脅與數學相關專業發展之研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
2.Suen, M. W.(2006)。Stereotype-moderated math performance in multiple category contexts(博士論文)。The university of Birmingham。  new window
3.周育瑩(2005)。刻板印象威脅對於女性領導表現之影響(碩士論文)。國立政治大學，臺北。  延伸查詢new window
4.邱蜀娟(2004)。性別刻板印象威脅與自我設限(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Aiken, Leona S.、West, Stephen G.、Reno, Raymond R.(1991)。Multiple regression: Testing and interpreting interactions。Sage。  new window
2.Tesser, Abraham(1986)。Some Effects of Self-evaluation Maintenance on Cognition and Action。Handbook of Motivation and Cognition: Foundations of Social Behavior。New York, NY：Guilford Press。  new window
其他
1.教育部統計處(2011)。性別統計指標，http://wrp .womenweb. org.tw/Page_Show. asp?Page_ID=175。  延伸查詢new window
2.Stroessner, S.(2011)。Reducing stereotype threat org，http://reducingstereotypethreat.org/。  new window
圖書論文
1.方朝鬱、謝臥龍、方德隆(2002)。教科書性別偏見檢核規準。性別平等教育--探究與實踐。臺北市：五南。  延伸查詢new window
 
 
 
 
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