Qu Yang, Devakonda Varun, Shi Zeyi, Yang Beiming, Wang Qian
School of Education and Social Policy, Northwestern University, Evanston, IL, United States.
Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.
Front Psychol. 2022 Nov 25;13:933485. doi: 10.3389/fpsyg.2022.933485. eCollection 2022.
Adolescence is often portrayed in a negative light in Western culture, with teens being viewed as rebellious and irresponsible. Yet, there is substantial cultural and individual variability in views of teens. The empirical research to date is limited in that it mainly examines whether teen stereotypes are influential at the individual level. Teen stereotypes might also be perpetuated at the classroom level, which may have important implications for adolescent adjustment over time. Focusing on adolescents in Chinese culture where the teen years are often viewed in a positive light, this two-wave longitudinal study employed multi-level analyses to investigate whether stereotypes of adolescence at the classroom level play a role in Chinese adolescents' academic adjustment over time ( = 785; 55% girls; mean age = 12.96 years). Consistent with prior research on views of teens, the present analyses suggested that teen stereotypes regarding family obligation and school engagement at the individual level predicted adolescents' value of school and self-regulated learning strategies over the seventh grade. More importantly, classroom-level teen stereotypes were also largely predictive of adolescents' value of school and self-regulated learning strategies over time, controlling for their earlier academic adjustment, individual-level teen stereotypes, and classroom-level adjustment. Taken together, these findings indicate that stereotypes of adolescence in classroom or peer settings may contribute to adolescents' academic adjustment during this phase. The findings also provide a potential foundation for interventions aimed at promoting adolescents' positive development via changing teen stereotypes in the classroom.
在西方文化中，青少年期常常被描绘成负面形象，青少年被视为叛逆且不负责任的。然而，对于青少年的看法存在很大的文化和个体差异。迄今为止的实证研究有限，主要是考察青少年刻板印象在个体层面是否有影响。青少年刻板印象在课堂层面可能也会持续存在，这可能对青少年长期的适应有重要影响。本两项追踪研究聚焦于中国文化背景下的青少年，在中国，青少年时期通常被视为积极的阶段，该研究采用多层次分析来探究课堂层面的青少年刻板印象是否会随着时间推移在中国青少年的学业适应中发挥作用（n = 785；55%为女生；平均年龄 = 12.96岁）。与先前关于青少年看法的研究一致，目前的分析表明，个体层面关于家庭责任和学校参与度的青少年刻板印象能够预测青少年在七年级时对学校的重视程度以及自我调节学习策略。更重要的是，在控制了他们早期的学业适应、个体层面的青少年刻板印象和课堂层面的适应情况后，课堂层面的青少年刻板印象在很大程度上也能预测青少年随时间推移对学校的重视程度和自我调节学习策略。综合来看，这些发现表明课堂或同伴环境中的青少年刻板印象可能有助于这一阶段青少年的学业适应。这些发现还为旨在通过改变课堂上的青少年刻板印象来促进青少年积极发展的干预措施提供了潜在基础。
