2026-11-092026-11-09https://scholars.csmu.edu.tw/handle/123456789/38823Among science-related subjects at school, obtained scores on mathematic test obviously show that female students temp to underperform males with lower scores. So, it is very important on science-related education to help females show their real abilities without any inappropriate influences. Steele and Aronson (1995) first indicate “stereotype threat effects, STEs” to explain how the behavior of individuals can be damaged by their negative social stereotypes. The relevant researches have found females perform worse on mathematics test while their negative gender stereotypes have been activated. However, rare research paid attentions to understand the impacts of testing situation on threat effects and only occupied the individual testing situation in their studies. In addition, more and more researches focus on how to make a deduction on stereotype threat effects and stop those damages on females’ mathematic performance. Thus this three-year research proposal is going to draw out three experiments: (1) Experiment 1 will not only replicate testing threat effects on mathematic tests but will also test the impact of different testing situations (i.e., individual testing, same gender group testing, and mixed gender group testing); (2) Experiment 2 will explore stereotype boost effects (SBEs) and test the mechanism of chocking effect of SBEs; (3)Experiment 3 will test the contact hypothesis and know whether or not more contact with outgroup members can reduce the strength of relevant stereotypes and in addition to make a expected deduction of stereotype threat effects; (4) In Experiment 4, method of blurring intergroup boundaries (similarity condition) will be retested whether or not to make a deduction of stereotype threat effects. In addition, we are going to add a distinct condition to make an obvious intergroup boundary in order to know whether a strong threat will occur or not. More details have been shown in this research proposal.科學學門裡，數學為基礎科目。但在代表學習成效的數學測驗表現上，常可見女性 學生獲得的成績較為不佳，因此，如何讓女性能表現出應有的能力水準則是推動科學 教育的重要一環。Steele 與Aronson（1995）首先提出刻板印象威脅效果（stereotype threat effects）來說明社會環境中常見的刻板印象可能會導致學習不佳的結果，相 關的研究並已證實，性別刻板印象的威脅會使得女性在數學表現上無法展現出應有的 實力，反而會獲得較差的成績。然而，在過去刻板印象威脅的研究中多數尚未將測驗 情境（testing situations）納入考量，而僅採用與學校團體施測不同之個別施測方 式來進行實驗。此外，也有愈來愈多的研究著眼在如何致使威脅效果的減除。因此， 本研究計畫預計以三年的時間，進行（一）實驗一中除了將進行威脅效果的驗證外， 也將首次比較不同測驗情境（個別施測、相同性別的團體施測、以及混合性別的團體 施測）對威脅效果的影響；（二）實驗二除了探討刻板印象的促進效果（boost effects） 外，亦將驗證箝制效果（chocking effect）的機制；（三）實驗三的威脅效果減除之 探討，則以接觸假說（contact hypothesis）為重心，來探討當個體與特定團體成員 有充份地接觸或互動時，是否將改變相關刻板印象的強度及可能產生的威脅效果；最 後，（四）實驗四則是以模糊團體間界線來探討威脅效果的減除。相關的文獻整理、實 驗設計及預期結果已於計畫書中詳述。Project