Department of Psychology, University of Sheffield, UK.
Commonwealth Scientific and Industrial Research Organisation (CSIRO), Brisbane, Queensland, Australia.
Br J Soc Psychol. 2017 Dec;56(4):750-765. doi: 10.1111/bjso.12201. Epub 2017 May 25.
Drawing on classic social identity theorizing (Tajfel, Differentiation between social groups: Studies in the social psychology of intergroup relations, London, UK, Academic Press, 1978), we propose that low-status minority group members' self-efficacy and performance on intellectual tasks can be enhanced by prompting them to believe in a better future for their group (i.e., increasing awareness of cognitive alternatives to the existing low-status position). Study 1 manipulated cognitive alternatives among 157 migrant workers' children in China, showing that self-efficacy was enhanced in the high compared to the low cognitive alternative condition. Study 2 extended this experimental finding among 114 migrant workers' children: Participants in the high cognitive alternative condition performed better on mathematics and attention tasks than did participants in the low cognitive alternative condition. Results highlight the power of believing in a better future for the collective as a means of enhancing self-efficacy and educational outcomes among members of disadvantaged groups.
借鉴经典的社会认同理论（Tajfel，《社会群体的区分：群体间关系的社会心理学研究》，伦敦，英国，学术出版社，1978 年），我们提出，通过促使低地位少数群体成员相信他们的群体有更好的未来（即增加对现有低地位地位的认知替代方案的认识），可以增强他们在智力任务上的自我效能感和表现。研究 1 在 157 名中国农民工子女中操纵了认知替代方案，结果表明，在高认知替代方案条件下，自我效能感得到了增强。研究 2 在 114 名农民工子女中扩展了这一实验发现：在高认知替代方案条件下的参与者在数学和注意力任务上的表现优于在低认知替代方案条件下的参与者。研究结果突显了相信集体有更美好未来的力量，这是增强弱势群体成员自我效能感和教育成果的一种手段。
