物理性别刻板印象对大学生自我效能感和学业情绪的影响：性别的调节作用

The Impact of Physical Gender Stereotypes on College Students’ Academic Self-Efficacy and Academic Emotions: The Moderating Effect of Gender

摘要: 以华中师范大学物理科学与技术学院的230名大学生为被试，考察物理性别刻板印象、学业自我效能感和学业情绪的关系及其相互作用机制。结果表明：1) 物理性别刻板印象正向预测消极学业情绪、负向预测积极学业情绪、负向预测学业自我效能感；学业自我效能感正向预测积极学业情绪、负向预测消极学业情绪；2) 学业自我效能感在物理性别刻板印象和学业情绪的关系中起中介作用；3) 性别在模型中的调节效应不显著；4) 相对中学生而言，大学生的物理性别刻板印象水平很低，且男性的物理性别刻板印象高于女性。本研究发现了物理性别刻板印象对学生自我效能感和学业情绪的消极影响，启发教育者在教学中减少学生的物理性别刻板印象，为大学专业的物理教学提供了理论和实践参考。

Abstract: 230 college students from the School of Physics and Technology of Central China Normal University are the subjects. The purpose of this study is to investigate the relationship and interaction mechanism among physical gender stereotypes, academic self-efficacy, and academic emotions. The results show that: 1) Physical gender stereotypes positively predict academic negative emotions, negatively predict academic positive emotions, and negatively predict academic self-efficacy. Academic self-efficacy positively predicts academic positive emotions and negatively predicts academic negative emotions. 2) Academic self-efficacy plays an intermediary role in the relationship between physical gender stereotypes and academic emotions. 3) In the model, the regulatory effect of gender is not significant. 4) Compared with middle school students, college students’ physical sex stereotypes are very low. Besides, male physical sex stereotypes are higher than females. This study finds the negative impact of physical gender stereotypes on self-efficacy and academic emotions, in order to inspire educators to reduce students’ physical gender stereotypes in teaching. Furthermore, the study provides theoretical and practical references for college professional physics teaching.