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目的探究高一学生对学业不良学生的刻板印象特点,为构建和谐的校园人文氛围提供参考。方法以呼和浩特市重点和普通中学各30名高一年级学生为研究对象,使用内隐联想测验和问卷测量被试对学业不良学生能力和社会性发展的刻板印象。结果高中生对学业不良学生与积极能力[(1 217.19±332.92)ms]和社会性词汇配对的反应时[(1 124.18±276.43)ms]长于与消极能力[(686.72±126.32)ms]和社会性词汇配对的反应时[(699.47±131.31)ms](t值分别为14.37,14.33,P值均<0.01),且能力和社会性外显问卷的得分(1.16±1.03,1.13±1.24)均高于0(t值分别为8.71,7.07,P值均<0.01)。内隐与外显刻板印象相关无统计学意义(P值均>0.05)。结论高中生对学业不良学生的消极态度已经达到自动化加工的水平,需要引起教育者的重视。
Objective To explore the stereotyped characteristics of high school students in poor students and to provide reference for building a harmonious campus humanities atmosphere. Methods A total of 30 freshmen in key and ordinary secondary schools in Huhhot were selected as research objects. Implicit association tests and questionnaires were used to measure the stereotypes of students’ abilities and social development. Results The response time of high school students to poor learners with active ability [(1 217.19 ± 332.92) ms] and social word pairing [(1 124.18 ± 276.43) ms] was longer than that of passive ability [(686.72 ± 126.32) ms] (699.47 ± 131.31) ms] (t = 14.37 and 14.33 respectively, P <0.01), and both ability and social explicit questionnaire scores (1.16 ± 1.03,1.13 ± 1.24) Higher than 0 (t values were 8.71,7.07, P <0.01). Implicit and explicit stereotypes had no statistical significance (P> 0.05). Conclusions The negative attitudes of high school students to students with poor academic performance have reached the level of automated processing, which needs attention of educators.