University of Hamburg.
Child Dev. 2021 Jan;92(1):189-204. doi: 10.1111/cdev.13359. Epub 2020 Feb 25.
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.
本研究考察了同学之间与阅读相关的性别刻板印象与学生阅读自我效能感、自我概念、动机和成就之间的关系。我们的样本由 1508 名五年级学生组成（49%为女生；年龄：10.89 岁）；数据在两个时间点收集。多层次分析得出了两个主要结果：第一，学生个人与阅读相关的性别刻板印象与他们的阅读自我概念、自我效能感和动机之间存在关系，男孩体验到消极影响，而女孩体验到积极影响。第二，发现了一个情境效应：在控制学生个人与阅读相关的性别刻板印象后，同学的性别刻板印象与所有男孩的阅读成绩呈负相关。研究结果为同学是性别刻板印象的重要传播者，并且他们强化了符合性别规范的行为这一假设提供了证据。
