Thoman Dustin B, Smith Jessi L, Brown Elizabeth R, Chase Justin, Lee Joo Young K
California State University, Long Beach.
Educ Psychol Rev. 2013 Jun 1;25(2):211-243. doi: 10.1007/s10648-013-9219-1.
The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students' academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student's performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students' motivational experiences are maintained or disrupted, particularly over long periods of time.
刻板印象威胁（ST）对受污名化学生在高评价情境下学习和成绩下降的促成作用已有大量文献记载，教育工作者和政策制定者现在也广为人知。然而，最近的研究表明，代表性不足和受污名化学生的学术和职业动机受到ST更广泛的影响，特别是通过对成就取向、归属感和内在动机的影响。这种关注点将教育中ST效应的概念化从对学生成绩、技能水平和自我效能感本身的影响，扩展到经历更大的归属感不确定性以及对刻板任务和领域的兴趣降低。这些负面经历与诸如坚持性下降和领域认同降低等重要结果相关，即使在成就动机高的学生中也是如此。有鉴于此，我们提出并综述了对ST动机体验模型的支持，这是一个自我调节模型框架，用于整合关于ST、成就目标、归属感和内在动机的研究，以预测受污名化学生的动机体验如何得以维持或受到干扰，特别是在很长一段时间内。
