摘要:
We aimed to determine how gender stereotypes about mathematics affect high school students' performance in this subject through examining the multiple mediating roles of competence belief, type of achievement goal, and effort. Chinese high school students (N = 267) completed measures to assess their gender stereotypes, competence belief, achievement goals, effort, and performance in mathematics. The results of a serial multivariable mediation analysis partly supported the idea that competence belief, achievement goals, and effort act as mediators in the relationship between gender stereotypes and mathematics performance. Specifically, gender stereotypes about mathematics had a negative direct and indirect effect on Chinese female students' mathematics performance: the girls with a stronger gender stereotype were serially associated with less competence belief, lower performance-approach goals, and less effort, all of which, in turn, were associated with poorer performance in mathematics. However, gender stereotypes about mathematics did not predict the level of Chinese male students' performance at mathematics. The theoretical and practical implications of these findings are discussed.
摘要:
In three experiments, we tested whether a perceiver's emotions affected the perception of brightness. Experiment 1 primed emotions via happy or sad film clips and found that happy participants judged the room to be brighter than sad participants. In Experiment 2, participants' emotions were primed by recalling happy or sad deeds and also revealed that happy participants judged the room to be brighter in both watts and using a 7-point scale compared to sad participants. Using the same manipulation as Experiment 2, Experiment 3 also showed that happy participants judged a gray picture presented on a computer screen (i.e., the room) to be brighter than sad participants. These experiments provide evidence that perceivers' emotions can affect the perception of brightness in a metaphorically consistent manner. (C) 2016 Elsevier Ltd. All rights reserved.
期刊:
Personality and Individual Differences,2016年94:21-25 ISSN:0191-8869
通讯作者:
Zuo, Bin
作者机构:
[Zuo, Bin] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei Province, Peoples R China.;Cent China Normal Univ, Ctr Social Psychol Res, Wuhan, Hubei Province, Peoples R China.
通讯机构:
[Zuo, Bin] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei Province, Peoples R China.
关键词:
Need for cognitive closure;Perspective taking;Stereotyping
摘要:
Being able to take the perspective of others is an important part of human social competence that has considerable impacts on social cognition. Previous research found that taking the perspective of an outgroup member is an effective strategy for reducing stereotyping and prejudice towards an outgroup member. Yet other studies showed that the perspective taking heightens the stereotyping in certain situations. In the present study, we hypothesized and found that the effect of perspective taking on stereotyping depends on the perspective taker's need for cognitive closure (NFC). In Study 1, after taking the perspective of the elderly, people with high NFC used more stereotypic traits in describing the elderly, whereas those low in NFC used significantly less. In Study 2, people with high NFC had higher level of stereotype accessibility, as compared with people with low NFC.