低年段小学生的学业能力性别刻板印象及其对兴趣选择的影响：自我肯定的作用*

doi:10.16719/j.cnki.1671-6981.20240411

摘要/Abstract

摘要： 鉴于近来在国内教育领域的学业上出现“女强男弱”现象,本研究探讨了中国教育背景下低年段小学生学业能力性别刻板印象的发展特点及其对兴趣选择的影响,并采用自我肯定进行了干预。结果发现,二年级学生开始认为女生在学业能力上比男生更聪明,且由于这种刻板印象的影响,三年级时男生更倾向于回避需要聪明特质的游戏,但自我肯定能有效削弱三年级男生的前述性别刻板印象,进而改变兴趣选择。该研究揭示,学业上“女强男弱”的信念已存在于小学低年段,并会影响兴趣选择,但可采用自我肯定法改变这一信念。

关键词: 低年段小学生, 学业能力, 性别刻板印象, 自我肯定

Abstract: In recent years, the idea of “strong girls and weak boys” has gained attention. For example, an increasing number of girls in primary and secondary schools outperform boys in academic performance. Moreover, the number of female graduate students has been exceeding that of males in the field of higher education in China. Previous studies on gender stereotypes of academic capacity in Western samples have suggested that boys are better than girls. However, the findings of these studies are not consistent with the idea of “strong girls and weak boys” in Chinese education. Few studies have discussed the development of gender stereotypes about academic abilities in the current Chinese education background. Therefore, using a cross-sectional design, this study examined the gender stereotype of academic capacity among primary school students in lower grades (i.e., grades 1 to 3) and its influence on interest selection. We also investigated whether self-affirmation interventions may change interest choice by mitigating the development of gender stereotypes of academic capacity.
Three experiments were conducted. The first experiment aimed to understand the developmental characteristics of gender stereotypes of academic abilities in primary school students. Primary school students were selected and asked to choose characters from a story with “smart” characteristics, by allowing them to choose the sex of their chosen characters. The second experiment included primary school students in an interest selection game, which let them choose the game that needs a “smart” or “hard” trait in order to win. This helped to measure gender stereotype of academic capacity and to investigate the influence of gender stereotype on children's interest choices. The final experiment explored the role of self-affirmation in the development of gender stereotypes of academic capacity and its influence on interest choice.
Our results showed that (1) primary school students in lower grades (first and second grades) hold gender stereotypes of academic ability that girls are smarter than boys. (2) Gender differences in third-grade students exist in the choices of interest—girls are more interested in games that require “smart” traits, with gender stereotypes of their academic ability playing a mediating role. (3) Self-affirmation can effectively weaken the gender stereotypes of academic ability of third-grade boys, thus enhancing their interest in “smart” games.
This study reveals that the belief of “strong girls and weak boys” exists in the lower grades of primary school, which greatly affects the choice of third-grade boys in choosing tasks of interest. Therefore, we suggest that the attempt to change students' beliefs through teaching and activity design interventions should be better implemented before the third grade. The self-affirmation method could be effective by facilitating activities that promote boys' confidence in the academic field and by instilling a “strong boys” belief.

Key words: primary school students, academic ability, gender stereotypes, self-affirmation

黄量杰成, 闫艳, 胡寅凤, 孙鸿莉, 焦岚, 尹军. 低年段小学生的学业能力性别刻板印象及其对兴趣选择的影响：自我肯定的作用^*[J]. 心理科学, 2024, 47(4): 855-862.

Huang Liangjiecheng, Yan Yan, Hu Yinfeng, Sun Hongli, Jiao Lan, Yin Jun. Gender Stereotype of Academic Capacity in Primary School and Its Influence on Interest Selection:The Role of Self-Affirmation[J]. Journal of Psychological Science, 2024, 47(4): 855-862.

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低年段小学生的学业能力性别刻板印象及其对兴趣选择的影响：自我肯定的作用^*

Gender Stereotype of Academic Capacity in Primary School and Its Influence on Interest Selection:The Role of Self-Affirmation

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