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Ann Beaton Francine Tougas Natalie Rinfret Nathalie Huard Marie-No?lle Delisle 《European Journal of Psychology of Education - EJPE》2007,22(3):291-306
Two studies were conducted to test the link between numerical distinctiveness, stereotype threat and mathematical performance
among women. In the first study, stereotype threat was measured with a stereotype activation task. Women in a solo, non-solo
or control condition completed word fragments and a mathematical activity. Solo women, rather than their non-solo counterparts
showed mathematical performance deficits. Evidence did not support the mediating role of stereotype activation. In the second
study, stereotype anxiety was assessed. According to analyses, solo women reported greater stereotype-related anxiety than
non-solo women. A link between stereotype anxiety and mathematical performance deficits was also uncovered. Finally, mathematical
underperformance was associated with greater interest in feminine activities. Strategies to buffer the effects of stereotype
threat are discussed. 相似文献
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ABSTRACTBullying is increasingly considered to be an important moral, political, and social issue within modern society. Academic research on this issue has mostly been examined through a psychological lens, often using questionnaire data to examine and explain the prevalence of different types of bullying. In this position statement, we apply a figurational sociological perspective to examine issues of school-based bullying in physical education. We critically reflect on attempts to position bullying amongst young people as a “social justice” issue and argue that core figurational principles might potentially help researchers strive toward a more reality-congruent means of conceptualizing the power-relationships that are inherent within bullying. We further maintain that the development of a more detached understanding of issues relating to bullying might provide a more adequate basis to contribute to future ongoing policy development. 相似文献
979.
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Stephan Kr?ner Elisabeth M. Schüller Marcus Penthin Eva S. Fritzsche Marcus C. G. Friedrich Magdalena M. Krol 《Zeitschrift für Erziehungswissenschaft》2012,15(4):707-726
Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N?=?31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category ??attitude?? was deductively subdivided into ??motivation in the course of action/intrinsic value??, ??results and consequences regarding own interests?? and ??results and consequences regarding others/altruistic motivation??. ??Subjective norm?? was inductively differentiated into ??other parents??, ??teachers and leadership team?? and ??other persons/perceived general expectations??; ??perceived behavioural control?? was differentiated into the subcategories ??assertiveness and freedom from anxiety??, ??language competence??, ??socioeconomic background??, ??availability of time??, ??setting in school and school district?? and ??field expertise and know-how??. Additionally, ??habit?? was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of ???=?0.82. Implications for working with parents in an intercultural context are discussed. 相似文献