發(fā)布時間：2018-06-03 02:54

  本文選題：民族刻板印象威脅 + 領(lǐng)域認(rèn)同��； 參考：《中央民族大學(xué)》2015年碩士論文

【摘要】：本研究以青海省海南州共和縣民族中學(xué)的藏族初三學(xué)生為研究對象,研究目的是了解民族刻板印象威脅是否會對藏族初中生的英語領(lǐng)域認(rèn)同及自我肯定產(chǎn)生影響。本研究采用紙筆測驗,一共包含兩個實驗。實驗一的主要目的在于通過控制指導(dǎo)語,檢驗民族刻板印象威脅是否會影響個體在英語領(lǐng)域認(rèn)同方面的分?jǐn)?shù)。實驗一結(jié)果表明：民族刻板印象威脅對藏族初中生英語學(xué)科的領(lǐng)域認(rèn)同產(chǎn)生影響。受到民族刻板印象威脅的被試,其英語領(lǐng)域認(rèn)同得分比受到威脅之前有所下降,即可以認(rèn)為,受到民族刻板印象威脅的被試出現(xiàn)英語領(lǐng)域認(rèn)同度下降的情況。實驗二的主要目的在于通過控制指導(dǎo)語,檢驗民族刻板印象威脅是否會影響個體在自我肯定方面的分?jǐn)?shù)。實驗二結(jié)果表明：(1)民族刻板印象威脅對藏族初中生的自我肯定產(chǎn)生影響。在受到英語方面的民族刻板印象威脅后,藏族初中生會降低自己在學(xué)業(yè)方面的自我評價,轉(zhuǎn)而更多的去評價自己擁有文體藝術(shù)方面的特質(zhì)進行自我肯定。(2)在進行自我肯定時,藏族初中生在人格品質(zhì)方面的自我評價相對穩(wěn)定,受到民族刻板印象威脅后,藏族初中生更傾向改變其他方面的自我評價來維持自尊,而對人格品質(zhì)方面的評價幾乎不發(fā)生改變。民族刻板印象威脅在少數(shù)民族學(xué)生生涯發(fā)展中具有關(guān)鍵的影響力,為避免因民族刻板印象威脅而影響其學(xué)業(yè)表現(xiàn),有必要針對少數(shù)民族初中生進行民族刻板印象威脅的研究,并了解民族刻板印象威脅對其領(lǐng)域認(rèn)同及自我肯定的影響,讓少數(shù)民族學(xué)生減少受限,全面發(fā)展。本研究具有一定的理論價值和現(xiàn)實意義,可對少數(shù)民族地區(qū)的老師,提出關(guān)于教育教學(xué)方面可供參考的意見和建議。
[Abstract]:The purpose of this study is to find out whether the threat of ethnic stereotype will have an impact on Tibetan junior high school students' English domain identity and self-affirmation. This study uses a pen and paper test, a total of two experiments. The main purpose of experiment one is to test whether the threat of national stereotyping affects the scores of individuals in English field by controlling the guidance. The results of experiment 1 show that the threat of ethnic stereotyping has an impact on the domain identity of Tibetan junior high school students. The scores of English domain identity of the subjects threatened by national stereotype are lower than those before the threat, that is to say, the subjects threatened by national stereotype appear the decline of English domain identity. The main purpose of experiment two is to test whether the threat of national stereotyping affects the scores of individuals in self-affirmation by controlling the guidance language. The results of experiment 2 show that the threat of ethnic stereotype influences the self-affirmation of Tibetan junior high school students. After being threatened by national stereotypes in English, Tibetan junior high school students will lower their academic self-evaluation, and more often evaluate their own artistic and stylistic characteristics for self-affirmation. The self-evaluation of Tibetan junior high school students in personality quality is relatively stable. After being threatened by ethnic stereotype, Tibetan junior high school students tend to change other aspects of self-evaluation to maintain self-esteem. However, the evaluation of personality quality has hardly changed. The threat of ethnic stereotype plays a key role in the career development of ethnic minority students. In order to avoid affecting their academic performance due to the threat of ethnic stereotype, it is necessary to conduct a study on the threat of ethnic stereotyping to junior high school students. And understand the influence of ethnic stereotype threat on their domain identity and self-affirmation, so as to reduce the limitation and overall development of ethnic minority students. This study has some theoretical value and practical significance, and can be used as a reference for teachers in minority areas.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1971186