Experimental Study On Stereotype Threat And Goal Orientation In Mathematics

There are fewer females than males devoted into the field of mathematics and the related subjects in school and the workplace. Thus the achievements of the former are worse than the latter. This phenomenon is discussed from the perspective of social cognition under the theory of stereotype threat. However, there is seldom localization study on gender stereotype threat in the field of mathematics, while the studies abroad have turned to stereotype threat effect mechanism. Smith (2004) proposed a STEP model which hypothesized that performance avoidance goal plays a mediation role of stereotype threat effects. However, because of the lack of control over potential extraneous variables, empirical studies have not unified. In view of this, the study attempts to investigate the high school students'gender implicit stereotype and the meditation mechanism of stereotype threat effect.This study consists of two parts. Firstly, the existence of the students'mathematics implicit gender stereotype is tested with the SEB scale developed by the present author. And then, the author conducts the research to improve the methods of previous research and takes the high school students as sample to further verify the mediation role of the performance avoidance goal of the stereotype threat effect. While understanding students'gender implicit stereotype in mathematics-learning and the impact of stereotype threat on students'achievement orientation and mathematics achievement, the strategy to weaken the effect is further discussed to construct a equal and harmonious education environment.The studies conclude that:(1) In mathematics, there is significant implicit gender stereotype, that is, boys are better at math than girls, and there was no significant gender difference.(2) Stereotype threat conditions (gender difference instructed) will negatively impact girls'math performance and not impact boys'(3) Stereotype threat conditions (gender difference instructed) will differently impact boys'and girls'achievement goal orientation, specifically increasing girls'performance avoidance motivation and not impact boys' (4) The influence of stereotype threat condition on performance will be mediated by achievement goal orientation.