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Originalarbeit

Das mathematische Selbstkonzept als Moderator des Stereotype-Threat- und Stereotype-Lift-Effekts

Published Online:September 11, 2017https://doi.org/10.1024/1010-0652/a000209

Abstract

Zusammenfassung. Ziel dieser Studie war es, zu untersuchen, ob Schüler/-innen durch die Aktivierung von Stereotypen in ihrer Mathematikleistung beeinflusst werden und inwiefern diese Prozesse durch das mathematische Selbstkonzept moderiert werden. Bei Mädchen gehen wir davon aus, dass bei schweren Aufgaben eine Stereotyp-Aktivierung nur bei hohem mathematischem Selbstkonzept zu einer schlechteren Leistung im Vergleich mit der weiblichen Kontrollgruppe führt. Für Jungen mit hohem mathematischem Selbstkonzept wird in der Stereotyp-Threat-Bedingung hingegen ein Leistungsanstieg im Vergleich mit der Kontrollgruppe erwartet. An der Studie nahmen 97 Schüler/-innen der 10. Jahrgangsstufe teil (Alter: M = 15.37, SD = .63). Erwartungskonform zeigte sich bei schweren Mathematikaufgaben eine signifikante Interaktion zwischen Geschlecht, Selbstkonzept und Versuchsbedingung. Mädchen mit hohem mathematischem Selbstkonzept schnitten in der Stereotype-Threat-Bedingung signifikant schlechter ab als Mädchen der Kontrollgruppe. Ein signifikanter Lift-Effekt bei Jungen mit hohem mathematischem Selbstkonzept ergab sich nicht. Die Befunde werden im Hinblick auf Erkenntnisse der Selbstkonzeptforschung und Interventionsstrategien in der Schule diskutiert.


The mathematical self-concept as moderator of the stereotype threat and stereotype lift effects

Abstract. This study tested whether stereotypes influence students’ mathematical performance. Additionally, we explored whether these effects were moderated by the mathematical self-concept. In contrast to a female control group, we assumed decreases in girls’ performance only for students with high mathematical self-concept. Boys with a high self-concept should instead experience a performance lift in contrast to a male control group. Participants were 97 secondary-school students (age: M = 15.37, SD = .63). In line with the assumptions, we found a significant interaction between sex, self-concept, and group: Girls with a high mathematical self-concept performed significantly lower under stereotype threat than did girls in the control group. A significant lift effect for boys with a high mathematical self-concept was not observed. Results are discussed in the light of self-concept research and interventions in school are proposed.

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