元刻板印象对随迁儿童攻击行为的效应及挫折感的中介作用 *

删除或更新信息，请邮件至freekaoyan#163.com(#换成@)

本站小编 Free考研考试/2022-01-01

黄潇潇¹, 张宝山¹^,²(

), 张媛¹, 麻雨婷¹

1 陕西师范大学心理学院
2 北京师范大学中国基础教育质量监测协同创新中心陕西师范大学分中心, 西安 710061

收稿日期:2018-06-08出版日期:2019-04-25发布日期:2019-02-22
通讯作者:张宝山E-mail:zhangbs@snnu.edu.cn

基金资助:* 北京师范大学中国基础教育质量监测协同创新中心重大成果培育性项目(2018-05-017-BZPK01)资助

Effects of meta-stereotype on aggressive behavior among migrant children and the mediating effect of frustration

HUANG Xiaoxiao¹, ZHANG Baoshan¹^,²(

), ZHANG Yuan¹, MA Yuting¹

1 School of Psychology, Shaanxi Normal University
2 Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi’an 710061, China;

Received:2018-06-08Online:2019-04-25Published:2019-02-22
Contact:ZHANG Baoshan E-mail:zhangbs@snnu.edu.cn

摘要/Abstract

摘要： 以随迁儿童为被试, 通过操纵其消极元刻板印象, 探讨了元刻板印象威胁对攻击行为的影响及其作用机制。结果显示：(1)元刻板印象威胁能够引起个体攻击水平的升高; (2)挫折感在元刻板印象威胁与攻击行为(针对城市儿童)之间起部分中介作用; (3)使用想象群际接触策略控制挫折感水平, 结果发现元刻板印象威胁对攻击行为(针对城市儿童)的效应随着挫折感的降低而减弱, 进一步支持了挫折感的中介作用。总之, 研究证明元刻板印象威胁会导致随迁儿童的挫折感水平升高, 从而诱发更多的攻击行为。

图/表 5

表1两组被试在所有变量上的平均数及标准差

组别	操作检验	苦瓜汁评定		挫折感	攻击行为
组别	操作检验	苦味程度	喜爱程度	挫折感	城市儿童	随迁儿童
元刻板印象威胁组	2.83 (1.02)	6.57 (0.57)	6.30 (0.70)	12.10 (4.08)	19.30 (9.82)	15.84 (8.15)
控制组	4.17 (0.79)	6.23 (0.86)	6.43 (0.63)	10.33 (1.97)	12.82 (7.06)	10.40 (5.45)

表1两组被试在所有变量上的平均数及标准差

组别	操作检验	苦瓜汁评定		挫折感	攻击行为
组别	操作检验	苦味程度	喜爱程度	挫折感	城市儿童	随迁儿童
元刻板印象威胁组	2.83 (1.02)	6.57 (0.57)	6.30 (0.70)	12.10 (4.08)	19.30 (9.82)	15.84 (8.15)
控制组	4.17 (0.79)	6.23 (0.86)	6.43 (0.63)	10.33 (1.97)	12.82 (7.06)	10.40 (5.45)

表2各测量变量之间的相关系数

变量	1	2	3
1元刻板印象操纵
2挫折感	0.27^*
3攻击行为(城市儿童)	0.36^**	0.46^**
4攻击行为(随迁儿童)	0.37^**	0.30^*	0.91^**

表2各测量变量之间的相关系数

变量	1	2	3
1元刻板印象操纵
2挫折感	0.27^*
3攻击行为(城市儿童)	0.36^**	0.46^**
4攻击行为(随迁儿童)	0.37^**	0.30^*	0.91^**

图1元刻板印象威胁通过挫折感影响攻击行为的中介模型注：*p < 0.05, **p < 0.01

图1元刻板印象威胁通过挫折感影响攻击行为的中介模型注：*p < 0.05, **p < 0.01

表3对中介效应显著性检验的bootstrap分析

路径	标准化路径效应	95%置信区间
路径	标准化路径效应	下限	上限
元刻板印象威胁→挫折感	0.54^*	0.034	1.037
挫折感→对城市儿童的攻击行为	0.39^**	0.160	0.630
元刻板印象威胁→对城市儿童的攻击行为	0.50^*	0.036	0.967
元刻板印象威胁→对随迁儿童的攻击行为	0.62^*	0.124	1.113
挫折感→对随迁儿童的攻击行为	0.22	-0.033	0.466
间接效应(元刻板印象威胁→挫折感→对城市儿童的攻击行为)	0.21^*	0.003	0.558
间接效应(元刻板印象威胁→挫折感→对随迁儿童的攻击行为)	0.12	-0.055	0.426

表3对中介效应显著性检验的bootstrap分析

路径	标准化路径效应	95%置信区间
路径	标准化路径效应	下限	上限
元刻板印象威胁→挫折感	0.54^*	0.034	1.037
挫折感→对城市儿童的攻击行为	0.39^**	0.160	0.630
元刻板印象威胁→对城市儿童的攻击行为	0.50^*	0.036	0.967
元刻板印象威胁→对随迁儿童的攻击行为	0.62^*	0.124	1.113
挫折感→对随迁儿童的攻击行为	0.22	-0.033	0.466
间接效应(元刻板印象威胁→挫折感→对城市儿童的攻击行为)	0.21^*	0.003	0.558
间接效应(元刻板印象威胁→挫折感→对随迁儿童的攻击行为)	0.12	-0.055	0.426

表4两组被试在所有变量上的平均数及标准差

组别	操作检验	苦瓜汁评定		挫折感	攻击行为
组别	操作检验	苦味程度	喜爱程度	挫折感	城市儿童	随迁儿童
想象群际接触组	2.97 (0.70)	6.50 (0.51)	6.56 (0.50)	10.38 (2.50)	14.23 (7.22)	10.86 (5.23)
想象风景组	2.67 (0.76)	6.50 (0.51)	6.50 (0.51)	12.90 (4.90)	20.00 (10.16)	12.88 (6.73)
无想象组	2.61 (1.09)	6.27 (0.63)	6.27 (0.72)	15.24 (5.90)	19.06 (8.28)	13.45 (6.16)

表4两组被试在所有变量上的平均数及标准差

组别	操作检验	苦瓜汁评定		挫折感	攻击行为
组别	操作检验	苦味程度	喜爱程度	挫折感	城市儿童	随迁儿童
想象群际接触组	2.97 (0.70)	6.50 (0.51)	6.56 (0.50)	10.38 (2.50)	14.23 (7.22)	10.86 (5.23)
想象风景组	2.67 (0.76)	6.50 (0.51)	6.50 (0.51)	12.90 (4.90)	20.00 (10.16)	12.88 (6.73)
无想象组	2.61 (1.09)	6.27 (0.63)	6.27 (0.72)	15.24 (5.90)	19.06 (8.28)	13.45 (6.16)

参考文献 60

[1]	Anseel,F. ( 2011). A closer look at the mechanisms of perceived job discrimination: ‘How I think you think about us’. International Journal of Selection and Assessment, 19( 3), 245-250. doi: 10.1111/j.1468-2389.2011.00552.x URL
[2]	Bengi-Arslan L., Verhulst F. C., van der Ende J., & Erol N . ( 1997). Understanding childhood (problem) behaviors from a cultural perspective: Comparison of problem behaviors and competencies in Turkish immigrant, Turkish and Dutch children. Social Psychiatry and Psychiatric Epidemiology, 32( 8), 477-484. doi: 10.1007/BF00789143 URLpmid: 9409164
[3]	Berkowitz,L. ( 1989). Frustration-aggression hypothesis: Examination and reformulation. Psychological Bulletin, 106( 1), 59-73. doi: 10.1037//0033-2909.106.1.59 URLpmid: 2667009
[4]	Bilewicz, M., &Jaworska, M. ( 2013). Reconciliation through the righteous: The narratives of heroic helpers as a fulfillment of emotional needs in Polish-Jewish intergroup contact. Journal of Social Issues, 69( 1), 162-179. doi: 10.1111/josi.12009 URL
[5]	Che W. B. ( 2001). Encyclopedia of counseling psychology. Hangzhou: Zhejiang Educational Press.
	[ 车文博 . ( 2001). 心理咨询大百科全书. 杭州: 浙江教育出版社.]
[6]	Crisp R. J., Stathi S., Turner R. N., & Husnu S . ( 2010). Imagined intergroup contact: Theory, paradigm and practice. Social and Personality Psychology Compass, 3( 1), 1-18. doi: 10.1111/j.1751-9004.2009.00230.x URL
[7]	Crisp R. J., & Turner R. N, . ( 2009). Can imagined interactions produce positive perceptions?: Reducing prejudice through simulated social contact. American Psychologist, 64( 4), 231-240. doi: 10.1037/a0014718 URLpmid: 19449982
[8]	Dill, J. C., Anderson C. A . ( 2010). Effects of frustration justification on hostile aggression. Aggressive Behavior, 21( 5), 359-369. doi: 10.1002/1098-2337(1995)21:5<359::AID-AB2480210505>3.0.CO;2-6 URL
[9]	Dollard J., Miller N. E., Doob L. W., Mowrer O. H., & Sears, R. R. ( 1939) . Frustration and aggression. New Haven: Yale University Press.
[10]	Gómez,á. ( 2002). If my group stereotypes others, others stereotype my group…and we know. Concept, research lines and future perspectives of meta-stereotypes. Revista de Psicología Social, 17( 3), 253-282. doi: 10.1174/02134740260372982 URL
[11]	Gómez, á., &Huici, C. ( 2008). Vicarious intergroup contact and the role of authorities in prejudice reduction. The Spanish Journal of Psychology, 11( 1), 103-114. doi: 10.1017/S1138741600004169 URLpmid: 18630653
[12]	Gordijn E., Finchilescu G., Brix L., Wijnants N., & Koomen W . ( 2008). The influence of prejudice and stereotypes on anticipated affect: Feelings about a potentially negative interaction with another ethnic group. South African Journal of Psychology, 38( 4), 589-601. doi: 10.1177/008124630803800401 URL
[13]	Hayes A. F. ( 2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
[14]	Hopkins N., Reicher S., Harrison K., Cassidy C., Bull R., & Levine M . ( 2007). Helping to improve the group stereotype: On the strategic dimension of prosocial behavior. Personality and Social Psychology Bulletin, 33( 6), 776-788. doi: 10.1177/0146167207301023 URLpmid: 17483397
[15]	Hu H. W., Gao J. M., Jiang H. C., Jiang H. X., Guo S. Y., Chen K., … Qi Y. Y . ( 2018). A comparative study of behavior problems among left-behind children, migrant children and local children. International Journal of Environmental Research and Public Health, 15( 4), 655. doi: 10.3390/ijerph15040655 URLpmid: 29614783
[16]	Issmer,C. ( 2013). Explaining aggressive and delinquent behaviors of disadvantaged adolescents: The impact of negative metastereotypes. Journal of Medical Case Reports, 4( 1), 1-5.
[17]	Issmer C., Stellmacher J., & Gollwitzer M . ( 2009). When disadvantaged adolescents strike out: The impact of negative metastereotypes on delinquency. Journal of Criminal Psychology, 3( 1), 4-18. doi: 10.1108/20093821311307721 URL
[18]	Kamans E., Gordijn E. H., Oldenhuis H., & Otten S . ( 2009). What I think you see is what you get: Influence of prejudice on assimilation to negative meta-stereotypes among Dutch Moroccan teenagers. European Journal of Social Psychology, 39( 5), 842-851. doi: 10.1002/ejsp.593 URL
[19]	Keller, J., &Dauenheimer, D. ( 2003). Stereotype threat in the classroom: Dejection mediates the disrupting threat effect on women's math performance. Personality and Social Psychology Bulletin, 29( 3), 371-381. doi: 10.1177/0146167202250218 URLpmid: 15273014
[20]	Lammers J., Gordijn E. H., & Otten S . ( 2008). Looking through the eyes of the powerful. Journal of Experimental Social Psychology, 44( 5), 1229-1238. doi: 10.1016/j.jesp.2008.03.015 URL
[21]	Li, J. H . ( 2014). A research on learning adaption and problem behavior of children of migrant workers in city (Unpublished master’s thesis). Hunan Normal University, Changsha.
	[ 李建华 . ( 2014). 进城务工人员随迁子女学习适应和问题行为的干预研究(硕士学位论文). 湖南师范大学, 长沙.]
[22]	Li, M. ( 2002). Comments on the researches of child's behavioral disorders in the last decade in China. Journal of Xuzhou Normal University (Philosophy and Social Sciences Edition), 28( 2), 130-133.
	[ 李梅 . ( 2002). 近十年来我国儿童问题行为研究现状述评. 徐州师范大学学报(哲学社会科学版), 28( 2), 130-133.] doi: 10.3969/j.issn.1007-6425.2002.02.028 URL
[23]	Li X. Q., Zou H., Wang R. M., & Dou D. H . ( 2008). The developmental characteristics of temporary migrant children's self-esteem and its relation to learning behavior and teacher-student relationship in Beijing. Psychological Science, 31( 4), 909-913.
	[ 李小青, 邹泓, 王瑞敏, 窦东徽 . ( 2008). 北京市流动儿童自尊的发展特点及其与学业行为、师生关系的相关研究. 心理科学, 31( 4), 909-913.] doi: 10.3969/j.issn.1671-6981.2008.04.032 URL
[24]	Li X. W., Zou H., Jin C. C., & Ke R . ( 2008). The relations among problem behaviors, personalities and family functioning of migrant children. Psychological Development and Education, 24( 2), 54-59.
	[ 李晓巍, 邹泓, 金灿灿, 柯锐 . ( 2008). 流动儿童的问题行为与人格、家庭功能的关系. 心理发展与教育, 24( 2), 54-59.]
[25]	Lieberman J. D., Solomon S., Greenberg J., & McGregor H. A . ( 1999). A hot new way to measure aggression: Hot sauce allocation. Aggressive Behavior, 25( 5), 331-348. doi: 10.1002/(SICI)1098-2337(1999)25:5<331::AID-AB2>3.0.CO;2-1 URL
[26]	Liu D. F., Wang Z. L., Li W. B., Zhou C., Qi H. J., & Hu D . ( 2010). Relationship among migrant children's self-efficacy, perceived social support and loneliness. Chinese Journal of School Health, 31( 2), 180-183.
	[ 刘菂斐, 王兆良, 李文兵, 周超, 齐海静, 胡典 . ( 2010). 流动儿童自我效能感与领悟社会支持及孤独关系研究. 中国学校卫生, 31( 2), 180-183.]
[27]	Meleady, R., & Seger, C. R . ( 2016). Imagined contact encourages prosocial behavior towards outgroup members. Group Processes and Intergroup Relations, 20( 4), 447-464.
[28]	Oldenhuis, H. K. E . ( 2007). I know what they think about us: Metaperceptions and intergroup relations (Unpublished doctorial dissertation). University of Groningen.
[29]	Owuamalam C., Issmer C., Zagefka H., Kla?en M., & Wagner U . ( 2014). Why do members of disadvantaged groups strike back at perceived negativity towards the in-group? Journal of Community and Applied Social Psychology, 24( 3), 249-264. doi: 10.1002/casp.2165 URL
[30]	Owuamalam C. K., Tarrant M., Farrow C. V., & Zagefka H . ( 2013). The effect of metastereotyping on judgements of higher-status outgroups when reciprocity and social image improvement motives collide. Canadian Journal of Behavioural Science, 45( 1), 12-23. doi: 10.1037/a0030012 URL
[31]	Owuamalam, C. K.,& Zagefka, H. , ( 2011). Downplaying a compromised social image: The effect of metastereotype valence on social identification. European Journal of Social Psychology, 41( 4), 528-537. doi: 10.1002/ejsp.v41.4 URL
[32]	Owuamalam, C., &Zagefka, H. ( 2013). We'll never get past the glass ceiling! Meta-stereotyping, world-views and perceived relative group-worth. British Journal of Psychology, 104( 4), 543-562. doi: 10.1111/bjop.12006 URLpmid: 24094283
[33]	Qiao, J. X . ( 2015). On the social integration of immigrant children and the family influence. Studies in Early Childhood Education, 8, 3-13
	[ 乔金霞 . ( 2015). 随迁儿童的社会融合与家庭影响. 学前教育研究, 8, 3-13.]
[34]	Qu Z. X., Tong Y. L., Lu H. H., & Lu Y. M . ( 2012). The effects of peer interaction and academic achievement on aggressive behavior of children and adolescents: Based on the frustration-aggression theory. Issues on Juvenile Crimes and Delinquency, 4, 13-21.
	[ 屈朝霞, 童玉林, 路红红, 陆耀明 . ( 2012). 同伴交往、学业成绩对儿童青少年攻击行为的影响——基于挫折-侵犯理论的研究. 青少年犯罪问题, 4, 13-21.] doi: 10.3969/j.issn.1006-1509.2012.04.003 URL
[35]	Qu Z. Y., Zou H., & Wang Y. C . ( 2004). Class environment: Types and its prediction on students’ school adjustment. Psychological Science, 27( 1), 207-211.
	[ 屈智勇, 邹泓, 王英春 . ( 2004). 不同班级环境类型对学生学校适应的影响. 心理科学, 27( 1), 207-211.] doi: 10.3969/j.issn.1671-6981.2004.01.061 URL
[36]	Quill, K. A . ( 1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27( 6), 697-714. doi: 10.1023/A:1025806900162 URLpmid: 9455729
[37]	Reio, T. G . ( 2011). Supervisor and coworker incivility: Testing the work frustration-aggression model. Advances in Developing Human Resources, 13( 1), 54-68. doi: 10.1177/1523422311410648 URL
[38]	Renfro C. L., Duran A., Stephan W. G., & Clason D. L . ( 2006). The role of threat in attitudes toward affirmative action and its beneficiaries. Journal of Applied Social Psychology, 36( 1), 41-74. doi: 10.1111/j.0021-9029.2006.00003.x URL
[39]	Riek B. M., Mania E. W., & Gaertner S. L . ( 2006). Intergroup threat and outgroup attitudes: A meta-analytic review. Personality and Social Psychology Review, 10( 4), 336-353. doi: 10.1207/s15327957pspr1004_4 URL
[40]	Schneider D. J. ( 2005). The psychology of stereotyping. New York: Guilford Press.
[41]	Stathi, S., & Crisp, R. J . ( 2008). Imagining intergroup contact promotes projection to outgroups. Journal of Experimental Social Psychology, 44( 4), 943-957. doi: 10.1016/j.jesp.2008.02.003 URL
[42]	Stathi S., Crisp R. J., & Hogg M. A . ( 2011). Imagining intergroup contact enables member-to-group generalization. Group Dynamics: Theory, Research, and Practice, 15( 3), 275-284. doi: 10.1037/a0023752 URL
[43]	Stephan W. G., Renfro C. L., & Davis, M. D. , ( 2002) . The role of threat in intergroup relations. In D. Mackie & E. Smith (Eds.), From prejudice to intergroup emotions: Differentiated reactions to social groups (pp. 265-283) . New York: Psychology Press.
[44]	Stephan, W. G., & Stephan, C. W . ( 1985). Intergroup anxiety. Journal of Social Issues, 41( 3), 157-175. doi: 10.1111/josi.1985.41.issue-3 URL
[45]	Stephan, W. G., & Stephan, C. W . ( 2000). An integrated threat theory of prejudice. In S. Oskamp (Ed.), “The Claremont Symposium on Applied Social Psychology” Reducing prejudice and discrimination( pp. 23-45). Mahwah, NJ: Erlbaum.
[46]	Stephan W. G., Ybarra O., & Rios Morrison K . ( 2009). Intergroup Threat Theory. In T. D. Nelson (Ed.), Handbook of prejudice, and discrimination ( pp. 43-59). Mahwah, NJ: Lawrence Erlbaum Associates.
[47]	Sun Y. W., He W., & Luo J. L . ( 2015). Meta-stereotype threat effects on working memory among migrant children: Mediating effects of intergroup anxiety. Acta Psychologica Sinica, 47( 11), 1349-1359.
	[ 孙亚文, 贺雯, 罗俊龙 . ( 2015). 随迁儿童元刻板印象威胁对工作记忆的影响: 群际焦虑的中介作用. 心理学报, 47( 11), 1349-1359.] doi: 10.3724/SP.J.1041.2015.01349 URL
[48]	Turner R. N., Crisp R. J., & Lambert E . ( 2007). Imagining intergroup contact can improve intergroup attitudes. Group Processes and Intergroup Relations, 10( 4), 427-441. doi: 10.1177/1368430207081533 URL
[49]	Vorauer J. D., Hunter A. J., Main K. J., & Roy S. A . ( 2000). Meta-stereotype activation: Evidence from indirect measures for specific evaluative concerns experienced by members of dominant groups in intergroup interaction. Journal of Personality and Social Psychology, 78( 4), 690-707. doi: 10.1037/0022-3514.78.4.690 URLpmid: 10794374
[50]	Vorauer J. D., Main K. J., & O'Connell G. B . ( 1998). How do individuals expect to be viewed by members of lower status groups? Content and implications of meta-stereotypes. Journal of Personality and Social Psychology, 75( 4), 917-937. doi: 10.1037/0022-3514.75.4.917 URLpmid: 9825528
[51]	Wang, J . ( 2016). The qualitative study on the manifestation and the manifestation and causes of mental health problems of preschool migrant children (Unpublished master’s thesis). Shenyang Normal University.
	[ 王静 . ( 2016). 学前流动儿童心理健康问题表现及成因的质性研究(硕士学位论文). 沈阳师范大学.]
[52]	Wang M. F., & Zhang P. , ( 2005). Analysis on the factors influencing the language ability of migrant children. Maternal and Child Health Care of China, 20( 3), 331-332.
	[ 王美芬, 张萍 . ( 2005). 流动人口儿童语言能力影响因素分析. 中国妇幼保健, 20( 3), 331-332.] doi: 10.3969/j.issn.1001-4411.2005.03.045 URL
[53]	Wang, X. B., & Shan, H. X . ( 2013). The psychological fusion of migrant children and local student in school. Moral Education China, 18, 6-10.
	[ 王新波, 单洪雪 . ( 2013). 随迁儿童与当地儿童学校生活中心理融合状况研究. 中国德育, 18, 6-10.]
[54]	Wen Z. L., Chang L., Hau K. T., & Liu H. Y . ( 2004). Testing and application of the mediating effects. Acta Psychologica Sinica, 36( 5), 614-620.
	[ 温忠麟, 张雷, 侯杰泰, 刘红云 . ( 2004). 中介效应检验程序及其应用. 心理学报, 36( 5), 614-620.]
[55]	Xiong, M., & Ye, Y. D . ( 2011). Mental health for the children of farmers who worked in city in China. Advances in Psychological Science, 19( 12), 1798-1813.
	[ 熊猛, 叶一舵 . ( 2011). 中国城市农民工子女心理健康研究述评. 心理科学进展, 19( 12), 1798-1813.]
[56]	Xu J. J . ( 2010). A comparative study on mental health of migrant workers' children. Ideological and Theoretical Education, 10, 62-68.
	[ 徐晶晶 . ( 2010). 进城务工人员随迁子女心理健康状况的比较研究. 思想理论教育, 10, 62-68.] doi: 10.3969/j.issn.1007-192X-B.2010.05.017 URL
[57]	Xu, L. P . ( 2016). Social adaption problems and countermeasures of migrant children in Pearl River Delta area. Journal of Teaching and Management, 5, 29-32.]
	[ 徐礼平 . ( 2016). 珠三角地区随迁儿童社会适应问题及其对策. 教学与管理: 理论版, 5, 29-32.]
[58]	Zhang L. G., Kou Y., Zhao Y. L., & Fu X. Y . ( 2016). Group boundary permeability moderates the effect of a dependency meta-stereotype on help-seeking behaviour. International Journal of Psychology, 51( 4), 243-251. doi: 10.1002/ijop.12165 URLpmid: 25885332
[59]	Zheng Y. F., & Yu G. L . ( 2009). A study on migrant children's identity and personality. Educational Research, 5, 99-102.
	[ 郑友富, 俞国良 . ( 2009). 流动儿童身份认同与人格特征研究. 教育研究, 5, 99-102.]
[60]	Zou, R . ( 2012). The characteristics of meta-stereotype and its influence on the intergroup relations of migrant children and urban children (Unpublished master’s thesis). Southwest University.
	[ 邹荣 . ( 2012). 流动和城市儿童元刻板印象的特点及其对群际关系的影响(硕士学位论文). 西南大学.]