共查询到20条相似文献，搜索用时 830 毫秒
1.
为考察大学生择业效能感、职业性别刻板印象和人格特质之间的关系,采用择业效能感量表、职业性别刻板印象问卷和大五人格量表对贵州省674名大学生进行调查。结果显示:(1)大学生择业效能感存在显著的年级差异,但性别差异不显著。(2)大学生的职业性别刻板印象在性别上存在显著的差异,而年级差异不显著。(3)择业效能感各维度及总体与职业性别刻板印象均呈显著正相关,与人格特质中的适应性、社交性、利他性、道德感呈显著正相关,职业性别刻板印象与人格特质中的利他性和道德感呈显著正相关。(4)职业性别刻板印象对择业效能感具有显著的预测作用,大五人格在择业效能感和职业性别刻板印象之间起部分中介作用。 相似文献
2.
以63名大学生为被试,采用内隐联想测验对心理疾病污名的结构进行研究。结果发现,负面刻板印象、负性情绪体验以及消极行为倾向的IAT效应显著,并且三者之间相关显著。本研究证实心理疾病污名主要由负面刻板印象、负性情绪体验以及消极行为倾向三个成分构成。 相似文献
3.
4.
预测是人类加工信息的基本原则,它在言语加工中尤为重要,准确地预测能够提高交流效率。本文综述了性别刻板印象在言语理解中的预测作用及其神经机制。结果发现：(1)性别刻板印象信息在言语理解过程中可以自动激活,具有预测作用;(2)性别刻板印象信息与其他语言线索相互作用促进言语加工;(3)传递性别刻板印象信息和随后的言语(例如,护士—他自己,飞行员—这些女性)之间的不匹配可由事件相关电位的两个成分(N400和P600)显示。未来有待解决的问题是：(1)性别刻板印象与言语理解之间关系的研究是否受实验材料影响;(2)需要采用不同的技术手段进行验证;(3)预测过程是一阶段还是两阶段有待验证。 相似文献
5.
刻板印象对人们的社会认知和行为具有重要的指导性作用。利用刻板印象内容模型和偏差地图的外显测量、系列再生法的内隐测量,一致发现城市居民对外来务工人员子女具有高热情和高能力的良好刻板印象,却因乡村流动到城市的特殊经历,受到乡村背景、父辈身份、社会固有观念的影响,导致刻板印象引发城市居民的积极情绪被弱化,反而与外来务工人员和农民所属的高热情-低能力群体丛一样,唤醒城市居民的同情以及排斥和帮助行为。 相似文献
6.
黄则毓 《中小学心理健康教育》2023,(15):64-65
随迁儿童作为社会中的弱势群体,人们对他们存在着消极的刻板印象。当消极刻板印象被激活时,会对随迁儿童造成刻板印象威胁。刻板印象威胁会降低随迁儿童的自尊水平和自我效能感,阻碍随迁儿童的城乡认同整合过程并激化群体间的攻击行为,造成一系列消极的心理和行为后果。对此,可采取发挥内群体榜样的作用、增加随迁儿童和城市儿童之间的积极接触、形成积极刻板印象等措施,助力随迁儿童抵抗刻板印象威胁,促进他们健康成长。 相似文献
7.
基于人类学中的文化自我中心主义,结合跨文化行为中的概念,深入挖掘《山海经》一书蕴涵的文化差异,进一步分析由差异导致的刻板印象,并结合《山海经——大荒经》来探讨造成这种刻板印象的地理原因,最后动态地论述了在刻板印象下不同文化群体之间的交流状态,得出文化在曲解和误会中渐进融合的结论。 相似文献
8.
性别刻板印象是人们在性别角色上所持有的刻板印象,是一种特殊的社会刻板印象,具有相当的稳定性。人们对于典型的男性或女性是什么样的看法会影响到对事物的认知。性别刻板印象常常使被认知的对象受到先入为主的对待,对人们的认知和行为产生重大的影响。本研究用发送调查问卷方法和观察法,并将采集到的数据语料运用SPSS 16.0从实证研究角度来分析汉语性别刻板印象的称谓语刻板印象以及由此引起的性别接受道歉频次的差异。 相似文献
9.
该研究旨在探讨贫困大学生的刻板印象威胁对其脱贫内生动力的影响以及自我肯定对刻板印象威胁消极影响的干预作用。研究1通过实验,采用含有负面刻板印象的语句诱发贫困大学生的刻板印象威胁,结果表明,刻板印象威胁会负向影响贫困大学生在心理旋转任务中的表现。研究2在诱发刻板印象威胁后,采用问卷法测量贫困大学生的脱贫内生动力,结果表明,受到刻板印象威胁组的被试相比于对照组的脱贫内生动力水平较低。研究3在刻板印象威胁诱发后,对刻板印象威胁组进行自我肯定干预,结果发现,自我肯定组的被试与对照组相比脱贫内生动力水平更高。这些发现验证了刻板印象威胁对脱贫内生动力的消极影响,并验证了自我肯定缓解刻板印象威胁消极影响的有效性。 相似文献
10.
张宏树 《荆州师范学院学报》2007,30(1):134-137
在影视解读过程中，阅读行为与文本结构之间存在着冲突，这种冲突往往由阅读者的阅读期待所致。刻板印象导致阅读期待，是影视误读的真正话语主体。 相似文献
11.
In light of an aging workforce, age stereotypes have become an important topic both for researchers and for practitioners. Among other effects, age stereotypes might predict discriminatory behavior at work. This study examined stereotypic beliefs about emotional resilience as a function of both targets’ and judges’ age. In a web-based study, 4,181 persons between 15 and 87 years rated four targets (young male worker, young female worker, older male worker, older female worker) on emotional resilience in a work context. An age effect showed that older targets were rated lower on emotional resilience than younger targets. Moreover, older compared to younger judges provided more positive assessments of younger targets. 相似文献
12.
OBJECTIVE: The purpose of the present research was to explore the sexual behaviors of 2- to 7-year-old children through reports of day-care personnel. An overall aim of this exploratory study was to provide information about the frequencies of child sexual behaviors. Also, the aim was to explore any age and gender differences. METHOD: A representative sample of 364 Finnish children not screened for developmental delay, sexual abuse history or psychiatric problems (181 girls and 183 boys) in 190 day-care centers were studied using the "Day-Care Sexuality Questionnaire" (DCSQ), with 244 sexual and other behavior items. RESULTS: Age influenced more the extent of the 244 sexual behaviors of boys than of girls. In sexual behaviors increasing with age, girls showed behaviors with a more social character, whereas boys showed more explorative and information-seeking behaviors. Girls had a higher frequency of domestic and gender role exploring behaviors, whereas the boys tended to engage in explorative acting and information-seeking behaviors. CONCLUSIONS: The results suggest that child sexual behavior reported by day-care personnel may provide useful information about the development of children's sexuality. Implications for sexual abuse investigations were discussed. 相似文献
13.
This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors. 相似文献
14.
Beth Kurtz-Costes Kristine E. Copping Stephanie J. Rowley C. Ryan Kinlaw 《European Journal of Psychology of Education - EJPE》2014,29(4):603-618
We measured age and gender differences in children’s awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults’ beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study hypotheses, fourth and sixth graders had a stronger tendency than eighth graders to favor their own gender group rather than report traditional stereotypes. On average, girls favored girls over boys in all three domains. Fourth grade boys favored boys in all three domains; middle school boys reported traditional verbal stereotypes and were on average egalitarian in beliefs about math and science. Children’s reports of their perceptions of adults’ stereotypes mirrored age and gender differences in their own stereotypes and were correlated with their own stereotype endorsement. In addition to showing beliefs favoring girls in verbal domains and a tendency for most age and gender groups to not endorse traditional math and science stereotypes, the results support a synthesis of developmental and social identity theories regarding individual differences in children’s stereotype endorsement. Children’s tendency to favor girls in verbal domains may contribute to gender differences in educational and career choices by pulling girls toward the humanities and social sciences and discouraging boys from pursuing those domains. 相似文献
15.
以1999-2010年全国优秀博士学位论文指导教师为研究样本,从科学计量学和统计学的视角揭示我国科学家培养拔尖创新人才的年龄结构特征。结果显示,科学家培养拔尖创新人才的年龄结构呈"M"型双峰分布,峰值年龄分别约为46岁和66岁;科学家培养拔尖创新人才的平均年龄呈年轻化发展趋势;不同学科及性别因素对科学家培养拔尖创新人才的年龄结构具有显著影响。准确认识并把握这些规律和特点,对科学制定拔尖创新人才的培养政策具有重要意义。 相似文献
16.
王晓红 《渭南师范学院学报》2012,(3):49-51,75
人与自然的关系是人类安身立命的重要命题。人与自然的对话是自人类诞生之初就不断发生着的历史过程。在《史记》宏大历史叙事中,司马迁检视"前轴心时代"文明的家底,还原人类早期人与自然对话的生态记忆影像。在"环境以地理位置的选择围绕人类生存"的夏、商、周时期,人与自然关系状态呈现出"天人合一"背景下矛盾共生的特性。 相似文献
17.
Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children’s stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new trait-rating questionnaire assessing their stereotypes of older adults. Children’s stereotypes of older adults were largely positive. Younger children described older adults in more positive, but more stereotyped, ways than older children. Older children’s views shared a stronger relationship with those of their parents and peers compared to younger children. Together, these results support both cognitive development and social influences as contributing factors to the formation of children’s stereotypes of older adults. 相似文献
18.
Ying Guo Virginia Tompkins Laura Justice Yaacov Petscher 《Early education and development》2014,25(7):1016-1034
Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children's vocabulary gains within classrooms characterized by better behavior management. Practice or Policy: Findings underscore the importance of children's social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children's behaviors so as to provide a classroom that is optimal for child learning. 相似文献
19.
The present study, which included 124 children ages 5–11, examined developmental antecedents and social and academic consequences of stereotype‐consciousness, defined as awareness of others’ stereotypes. Greater age and more frequent parent‐reported racial socialization practices were associated with greater likelihood of stereotype‐consciousness. Children who knew of broadly held stereotypes more often explained hypothetical negative interracial encounters between White actors and Black targets as discriminatory. In addition, among African American and Latino children who knew about broadly held stereotypes, diagnostic testing conditions led to stereotype threat effects on a standardized working memory task. Findings are discussed in terms of the contribution to our understanding of children’s developing thinking about and response to stereotypes and related phenomena. 相似文献
20.
Allison Flamion Pierre Missotten Manon Marquet Stéphane Adam 《Child development》2019,90(4):1155-1169
Stereotypes, prejudice, and discrimination against the elderly (ageism) may manifest themselves in children at an early age. However, the factors influencing this phenomenon are not well known. Using both explicit and open-ended questions, this study analyzed the influence of personal and familial parameters on the views of 1,151 seven- to sixteen-year-old Belgian children and adolescents on the elderly. Four factors were found to affect these views: gender (girls had slightly more positive views than boys), age (ageism was lowest in 10- to 12-year-old, reminiscent of other forms of stereotypes and cognitive developmental theories), grandparents’ health, and most importantly, quality of contact with grandparents (very good and good contacts correlated with more favorable feelings toward the elderly, especially in children with frequent contacts). 相似文献