本文選題：中職生 + 元刻板印象威脅��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：元刻板印象是指個(gè)體關(guān)于外群體成員對(duì)其所屬群體所持刻板印象的信念或看法。消極元刻板印象的激活會(huì)導(dǎo)致群體成員的一種社會(huì)心理困境和認(rèn)知不平衡狀態(tài),誘發(fā)壓力和害怕體驗(yàn),并損害其行為表現(xiàn),研究者將其命名為元刻板印象威脅。近年來,對(duì)于如何減弱、消除元刻板印象威脅效應(yīng)還缺乏深入探討。在威脅情境中,情緒以及情緒調(diào)節(jié)過程起關(guān)鍵作用,有效的情緒調(diào)節(jié)策略可以減輕認(rèn)知負(fù)荷,進(jìn)而提高工作記憶效率。因此,本研究以中職生為對(duì)象,首先采用群際焦慮量表和點(diǎn)探測任務(wù),分別從直接和間接測量層面探究消極元刻板印象激活對(duì)中職生情緒的影響(研究一),再以Gross的情緒調(diào)節(jié)過程模型為基礎(chǔ),采用句子整理任務(wù)和N-back任務(wù)范式,選取兩種最常用和有價(jià)值的降低情緒反應(yīng)的策略——認(rèn)知重評(píng)(cognitive reappraisal)和表達(dá)抑制(expression suppression),并加入控制組作為對(duì)照,探究不同情緒調(diào)節(jié)策略對(duì)元刻板印象威脅下中職生工作記憶的影響(研究二)。結(jié)果發(fā)現(xiàn):(1)威脅組被試和控制組被試的群際焦慮水平無顯著差異(直接測量);(2)威脅組被試對(duì)威脅刺激的注意偏向顯著大于控制組被試(間接測量);(3)元刻板印象威脅情境中,不同情緒調(diào)節(jié)策略組別的被試的工作記憶成績存在顯著差異,且隨任務(wù)難度的不同而不同:(1)在正確率維度:在0-back工作記憶任務(wù)中,三組被試的正確率無顯著差異;在1-back工作記憶任務(wù)中,認(rèn)知重評(píng)組正確率顯著大于表達(dá)抑制組,邊緣顯著大于控制組(p=0.056),控制組與表達(dá)抑制組無顯著差異;在2-back工作記憶任務(wù)中,認(rèn)知重評(píng)組和控制組均顯著大于表達(dá)抑制組,認(rèn)知重評(píng)組與控制組差異不顯著。(2)在反應(yīng)時(shí)維度:0-back工作記憶任務(wù)反應(yīng)時(shí)顯著低于1-back工作記憶和2-back工作記憶任務(wù)反應(yīng)時(shí);1-back工作記憶任務(wù)與2-back工作記憶任務(wù)反應(yīng)時(shí)無顯著差異。
[Abstract]:Meta-stereotype refers to the individual's belief or opinion about the stereotype held by the members of the external group on the group to which they belong. The activation of negative meta-stereotype will lead to a kind of social psychological predicament and cognitive imbalance of group members, induce stress and fear of experience, and damage their behavior performance, which is named as the threat of meta-stereotype by researchers. In recent years, how to weaken, eliminate the threat of stereotype effect is still lack of in-depth discussion. Emotion and emotion regulation play a key role in threat situations. Effective emotion regulation strategies can reduce the cognitive load and improve the efficiency of working memory. Therefore, in this study, the secondary vocational students were selected as subjects. First, the intergroup anxiety scale and the point detection task were used. The effects of activation of negative meta-stereotype on secondary vocational students' emotion were investigated from direct and indirect measurement levels. (1) on the basis of Gross's model of emotional regulation process, sentence sorting task and N-back task paradigm were adopted. Two of the most commonly used and valuable strategies to reduce emotional response-cognitive reappraisal and expression suppressionation-were selected and added to the control group. To explore the influence of different emotion regulation strategies on the working memory of secondary vocational school students under the threat of meta-stereotype. The results showed that there was no significant difference in the level of inter-group anxiety between the threat group and the control group. The attention bias of the threat group to the threat stimulus was significantly higher than that of the control group. The scores of working memory of the subjects in different emotional regulation strategy groups were significantly different, and the accuracy of the three groups was not significantly different from that of the three groups in the 0-back task of working memory. In the task of working memory of 1-back, the correct rate of cognitive reassessment group was significantly higher than that of expression inhibition group, and the margin was significantly larger than that of control group. There was no significant difference between control group and expression inhibition group. Cognitive reassessment group and control group were significantly larger than those of expression inhibition group. There was no significant difference between the cognitive reassessment group and the control group. (2) there was no significant difference in the response time between the working memory task of 1-back and the working memory task response of 2-back and that of working memory task in 2-back.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.6

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