Yeager David S, Purdie-Vaughns Valerie, Hooper Sophia Yang, Cohen Geoffrey L
University of Texas at Austin.
Columbia University.
Child Dev. 2017 Mar;88(2):658-676. doi: 10.1111/cdev.12697. Epub 2017 Feb 8.
This research tested a social-developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11-14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans' subsequent discipline infractions and 4-year college enrollment. Causality was confirmed with a trust-restoring "wise feedback" treatment delivered in spring of seventh grade that improved African Americans' eighth-grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11-14; Study 2, N = 206).
本研究测试了一个信任辨别力的社会发展过程模型。从六年级到八年级，每年对白人学生和非裔美国学生进行两次调查（年龄在11至14岁；研究1，N = 277）。非裔美国学生更能意识到学校纪律处分决定中的种族偏见，随着这种意识的增强，预示着对学校信任的丧失，导致七年级时出现较大的信任差距。到七年级春季时信任的丧失预示着非裔美国人随后的违纪行为以及四年制大学入学情况。通过在七年级春季实施的恢复信任的“明智反馈”干预措施证实了因果关系，该措施改善了非裔美国学生八年级时的纪律情况和大学入学结果。相关研究结果在拉丁裔和白人学生中（年龄在11至14岁；研究2，N = 206）得到了重复验证。
