2026-11-092026-11-09https://scholars.csmu.edu.tw/handle/123456789/38578As far as we know, there are many performance differences exiting between groups. Since Claude M. Steele (1995 & 1997) first indicate Stereotype Threat Effects (STEs) to explain the performance detriment of individuals who are negatively stereotyped due to his/her identified group (e.g. females seemingly and easily obtain lower scores due to their negative gender stereotypes regarding mathematics ability). In current, more and more researches focus on this new research topic and successfully obtain empirical evidence to support 「Stereotype Threat Theory」 on different kinds of stereotypes and behivours measured. However, it is just in a beginning to work on stereotype threat effects in Taiwan. This three-stage research proposal (as follows), thus, plans to carry out a series of studies by employing Taiwanese participants in order to explore the inducement and deduction of the stereotype threat effects. (1) Stereotype selecting stage: there are two parts of studies by all using surveys to separately explore the types of relevant stereotypes and then discuss the strength of those particular negative stereotypes. This stage, furthermore, aims to obtain particular Taiwan stereotypes (e.g. indigenous stereotypes) and find out a proper behaviour to measure; (2) Stereotype threat effect corroboration and mediator confirmation stage: According to the findings in the first stage, experiments will be design to empirically test the threat effects with the specific participants (e.g. non-indigenous junior high school students) on particular behaviour performance (e.g. athletic performance). In addition, due to the inconsistent results in literatures about potential mediators, whether or not the anxiety is mediating stereotype threat effects on the behaviour performance will be discussed further; (3) The deduction of stereotype threat effect stage: Based on the findings on the stage 2, here will draw out two experiments trying to make a deduction from stereotype threat effects. The reference, proposed research processes in three stages, and expected results will be shown in following research proposal.不同團體間明顯地存在著行為表現的差異。Claude M. Steele（1995 & 1997） 對此提出「刻板印象威脅效果，Stereotype Threat Effects」的概念，並用以解釋 受負向刻板印象化的去價值團體成員為何產生行為表現水準降低的現象（如：女 性因負向性別刻板印象而導致數學表現變差）。目前已有許多研究進行探討，並 在各類型的刻板印象及行為指標中驗證了「刻板印象威脅理論」。然而，國內相 關的研究尚屬萌芽期，故本計畫將採取具有系統性的三年期研究計畫，進行三階 段的系列研究來探討刻板印象威脅效果的影響與減除：（一）國內刻板印象選取 階段：分為「刻板印象類型搜尋」及「刻板印象確認」兩部份，預計選取具國內 獨特性的負向刻板印象（如：原住民刻板印象）或具研究創新性的行為指標（如： 採用女性優勢化的行為），研究方法採問卷調查法；（二）刻板印象威脅效果確認 與中介變項探討階段：承續前階段將選取之特定受試團體（如：非原住民學生） 及設計適當的行為指標（如：體育表現），採實驗法進行實驗，用以驗證威脅效 果的存在。同時，並依據文獻之整理，針對先前具有不一致結果的潛在中介變項 （即焦慮指標）進行探討；（三）刻板印象威脅效果的減除階段：以實驗法探討 威脅效果的減除。有關文獻整理、各階段預定研究內容及預期結果已詳述於計畫 書。Project