Self-affirmation Reduces The Negative Impact Of Stereotype Threats On The Learning Performance Of Left-behind Children

So far,studies have proved that the performance of left-behind children in academic achievement is significantly worse than that of non-left-behind children of the same age.However,related studies have found that there is no significant difference in intelligence between left-behind children and non-left-behind children.In this regard,most researchers have shown that the deterioration of the family environment of“left-behind children”,the loss of family emotional function,the vacancy of the role of tutors,and the difficulty of parental guardians to provide substantive assistance to the learning of left-behind children may cause the left-behind children to fall behind in school important reason.However,some studies have shown that in addition to the above reasons,the threat of stereotypes may also be an important factor leading to the differentiation of the learning of left-behind children and non-left-behind children.Existing studies have mainly explored the problem of left-behind children’s academic development lagging behind non-left-behind children of the same age from external factors such as the deterioration of the family environment.However,few studies have investigated the influence of left-behind children’s own social and psychological factors on their academic development.For example,"stereotype threat".Stereotype threats can distract a group from the task,increase the cognitive load of the task caused by stress,and damage the individual’s performance in related fields.An important application area of self-affirmation is to resist the threat of stereotypes.The biggest function is that it can alleviate the negative emotions of the threatened individuals,re-integrate the self,and achieve the balance of the self system,so that it can realize that the self and its resources can be understood from a broader perspective.Based on the occurrence of this phenomenon,this study uses questionnaire surveys and experimental methods to explore the impact of stereotype threats and self-affirmation manipulations on the performance of left-behind children in learning tasks.The research is divided into two parts.Experiment 1 activates the stereotype threat of left-behind children to investigate whether the stereotype threat will reduce the learning task performance of left-behind children;on the basis of Experiment 1,Experiment 2 introduces self-affirmation to explore self-affirmation Whether manipulation will improve the learning task performance of left-behind children under the threat of stereotypes.Experiment 1 takes 151 left-behind children and 154 non-left-behind children as the research objects,adopts 2(groups: left-behind children,non-left-behind children)×2(conditions: threat condition,control condition)experimental design of the subject room,to investigate the stereotypes The impact of impression threat on the performance of left-behind children in learning tasks.The results show that stereotype threats reduce the learning task performance of left-behind children.Among the left-behind children,there is a significant difference between the test scores under the stereotype threat situation and the test scores under the non-threatening situation;among the non-left-behind children,the test scores in the two situations are tested.There is no significant difference in scores.Experiment 2 took 254 left-behind children as the research object,and used independent sample t test to test the difference between the positive group and the control group among the left-behind children.In experiment 2,the independent variable is the group(self-affirmation group,control group),and the dependent variable is the word test score.The results showed that there was a significant difference in test scores between the self-affirmation group and the control group,and the average score of the self-affirmation group was higher than that of the control group.To sum up,the results of the study prove that the negative stereotypes of the outside world lead to stereotype threats to left-behind children,and this threat may induce anxiety and self-doubt,thereby depleting working memory capacity and reducing learning task performance.Self-affirmation emphasizes that the self system is flexible,reminding people to pay attention to psychosocial resources other than specific threats,thereby broadening their horizons and reducing the threat of stereotypes.Discovery and research on this phenomenon may have an extremely important positive impact in the field of education.