Kalıpyargı Tehdidinin Erkek Öğrencilerin Dil Öğrenme Başarıları Üzerindeki Etkilerinin İncelenmesi

Yıl 2024, Cilt: 53 Sayı: 242, 695 - 712, 01.05.2024

Süleyman Avcı , Tuncay Akınci , Mine Avcı

https://doi.org/10.37669/milliegitim.1221151

Öz

Bu araştırmada üniversite düzeyinde dil öğrenimi alanındaki kalıpyargı tehdidinin erkek öğrencilerin akademik başarısı üzerinde etkisinin incelenmesi amaçlanmıştır. Araştırma amacı doğrultusunda tasarlanan yarı deneysel çalışmada, bir deney ve bir kontrol grubu yer almaktadır. Deney grubunda kalıpyargı tehdidini ortaya çıkarmak için, akademik alanda kızlar lehine görülen cinsiyet farkına vurgu yapılmış ve bu çalışmanın amacının cinsiyet farkını belirlemek olduğu vurgulanmıştır. Açıklama sonrası, okuduğunu anlama testi yapılmış, test bitiminde durumluk kaygı ve kalıpyargı farkındalığı ölçekleri uygulanmıştır. Kontrol grubunda ise başta herhangi bir açıklama yapılmamış, bunun dışındaki uygulamalar deney grubu ile benzer biçimde gerçekleştirilmiştir. Araştırmaya üniversite ikinci sınıfa devam eden 140 öğrenci katılmıştır. Araştırmaya katılan öğrencilerin, 71’i deney 69’u ise kontrol grubunda yer almaktadır. Araştırma verileri, okuduğunu anlama testi, durumluk kaygı envanteri ve kalıpyargı farkındalığı ölçeği ile toplanmıştır. Bu çalışmada elde edilen bulgular, dil öğrenimi alanında erkek öğrencilere yönelik kalıpyargı tehdidinin, erkeklerin akademik başarıları üzerine etkisinin olmadığını göstermektedir. Deney ve kontrol gruplarında yer alan erkek katılımcıların dil öğrenimi alanındaki akademik başarıları benzerdir. Deney grubundaki erkek katılımcıların akademik başarıları ile durumluk kaygıları ve kalıpyargı farkındalıkları arasında anlamlı bir ilişki tespit edilmemiştir.

Anahtar Kelimeler

Kalıpyargı tehdidi, cinsiyet farklılıkları, durumluk kaygı

Kaynakça

• Appel, M., and Kronberger, N. (2012). Stereotypes and the achievement gap: Stereotype threat prior to test taking. Educational Psychology Review, 24(4), 609-635.
• Aronson, E., Wilson, T. D., and Akert, R. M. (2012). Sosyal psikoloji (çev. Okhan Gündüz). Kaknüs Yay.
• Aronson, J. Steele C. M. (2005). Stereotypes and the fragility of human competence motivation, and self concept. C. Dweck, E. Elliot (Eds.), In Handbook of competence and motivation. Guilford.
• Barber, S. J., and Mather, M. (2014). Stereotype threat in older adults: when and why does it occur and who is most affected? P. Verhaeghen & C. Hertzog (Eds.), In The Oxford handbook of emotion, social cognition, and everyday problem solving during adulthood. NY: Oxford University Press.
• Bedyńska, S., Krejtz, I., Rycielski, P., and Sedek, G. (2020). Stereotype threat as an antecedent to domain identification and achievement in language arts in boys: a cross-sectional study. Social Psychology of Education, 23(3), 755-771.
• Ben-zeev, T., Fein, S., and Inzlicht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41, 174–181. dx.doi.org/10.1016/j.jesp.2003.11.007
• Bijou, M., and Liouaeddine, M. (2018). Gender and Students' Achievements: Evidence from PISA 2015. World Journal of Education, 8(4), 24-35.
• Carr, P. B., and Steele, C. M. (2010). Stereotype threat affects financial decision making. Psychological Science, 21(10), 1411-1416.
• Chung, B. G., Ehrhart, M. G., Holcombe Ehrhart, K., Hattrup, K., and Solamon, J. (2010). Stereotype threat, state anxiety, and specific self-efficacy as predictors of promotion exam performance. Group & organization management, 35(1), 77-107. doi: 10.1177/1059601109354839
• Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
• Dekker, S., Krabbendam, L., Lee, N. C., Boschloo, A., De Groot, R., and Jolles, J. (2013). Sex differences in goal orientation in adolescents aged 10–19: The older boys adopt work-avoidant goals twice as often as girls. Learning and Individual Differences, 26, 196-200.
• Delgado, A. R., and Prieto, G. (2008). Stereotype threat as validity threat: The anxiety–sex–threat interaction. Intelligence, 36, 635–640. dx.doi.org/10.1016/j.intell.2008.01.008.
• Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological Bulletin, 136(1), 103.
• Eysenck, M. W., and Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434.
• Flore, P. C., and Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. Journal of School Psychology, 53(1), 25-44.
• Galdi, S., Cadinu, M., and Tomasetto, C. (2014). The roots of stereotype threat: when automatic associations disrupt girls' math performance. Child Development, 85(1), 250–263. doi: 10.1111/cdev.12128
• Hartley, B. L., and Sutton, R. M. (2013). A stereotype threat account of boys' academic underachievement. Child development, 84(5), 1716-1733. doi: . https ://doi.org/10.1111/cdev.12079
• Heidrich, C., and Chiviacowsky, S. (2015). Stereotype threat affects the learning of sport motor skills. Psychology of Sport and Exercise, 18, 42-46.
• Heyder, A., and Kessels, U. (2017). Boys don’t work? On the psychological benefits of showing low effort in high school. Sex Roles, 77(1), 72-85.
• Hicks, B. M., Johnson, W., Iacono, W. G., and McGue, M. (2008). Moderating effects of personality on the genetic and environmental influences of school grades helps to explain sex differences in scholastic achievement. European Journal of Personality, 22(3), 247-268.
• Houtte, M. V. (2004). Why boys achieve less at school than girls: The difference between boys' and girls' academic culture. Educational Studies, 30(2), 159-173.
• Karatay, H. (2007). İlköğretim Türkçe öğretmeni adaylarının okuduğunu anlama becerileri üzerine alan araştırması [Yayımlanmamış Doktora Tezi]. Gazi Üniversitesi.
• Keller, J., and 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.
• Kiefer, A. K., and Sekaquaptewa, D. (2007). Implicit stereotypes and women's math performance: how implicit gender-math stereotypes influence women's susceptibility to stereotype threat. Journal of Experimental Social Psycholog, 43(5), 825–832. doi: 10.1016/j.jesp.2006.08.004
• Låftman, S. B., and Modin, B. (2012). School‐performance indicators and subjective health complaints: are there gender differences? Sociology of Health & İllness, 34(4), 608-625.
• Lam, S. F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., ... and Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50(1), 77-94.
• MEB, (2020). Liselere Geçiş Sistemi (LGS) Merkezi sınavla yerleşen öğrencilerin performansı. http://www.meb.gov.tr/meb_iys_dosyalar/2020_08/10084528_No14_LGS_2020_Merkezi_Sinavla_Yerlesen_Ogrencilerin_Performansi.pdf
• Mejía-Rodríguez, A. M., Luyten, H., and Meelissen, M. R. (2021). Gender differences in mathematics self-concept across the world: An exploration of student and parent data of TIMSS 2015. International Journal of Science and Mathematics Education, 19(6), 1229-1250.
• Mrazek, M. D., Chin, J. M., Schmader, T., Hartson, K. A., Smallwood, J., and Schooler, J. W. (2011). Threatened to distraction: Mind-wandering as a consequence of stereotype threat. Journal of Experimental Social Psychology, 47(6), 1243-1248. doi.org/10.1016/j.jesp.2011.05.011
• O'Brien, L. T., and Crandall, C. S. (2003). Stereotype threat and arousal: Effects on women's math performance. Personality and Social Psychology Bulletin, 29(6), 782-789.
• OECD, (2014). PISA 2012 Results in focus. https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf OECD. (2019). PISA 2018 results: Combined executive summaries. J. Chem. Inf. Model, 53(9), 1689-1699.
• Öner, N., and LeCompte, W. A. (1985). Durumluk-sürekli kaygı envanteri el kitabı. Boğaziçi Üniversitesi Yayınları.
• Osborne, J. W. (2007). Linking stereotype threat and anxiety. Educational psychology, 27(1), 135-154. doi.org/10.1080/01443410601069929
• OSYM (2020). 2020YKS değerlendire raporu. https://dokuman.osym.gov.tr/pdfdokuman/2020/GENEL/yksdegraporweb27112020.pdf
• OSYM, (2021). 2021 YKS değerlendire raporu. https://www.osym.gov.tr/TR,20846/2021.html
• Owens, J., and Massey, D. S. (2011). Stereotype threat and college academic performance: A latent variables approach. Social Science Research, 40(1), 150-166.
• Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçekve test geliştirme yapısal eşitlik modellemesi. Nisan Yayıncılık.
• Pansu, P., Régner, I., Max, S., Colé, P., Nezlek, J. B., and Huguet, P. (2016). A burden for the boys: Evidence of stereotype threat in boys’ reading performance. Journal of Experimental Social Psychology, 65, 26–30. https ://doi.org/10.1016/j.jesp.2016.02.008.
• Pennington, C. R., Heim, D., Levy, A. R., and Larkin, D. T. (2016). Twenty years of stereotype threat research: A review of psychological mediators. PloS one, 11(1), e0146487.
• Pseekos, A., Dahlen, E., and Levy, J. (2008). Development of the academic stereotype threat inventory. Meas. Eval. Counsel. Dev., 41, 2–12. doi: 10.1080/07481756.2008.11909818
• Rydell, R. J., McConnell, A. R., and Beilock, S. L. (2009). Multiple social identities and stereotype threat: imbalance, accessibility, and working memory. Journal of Personality and Social Psychology, 96(5), 949. doi.org/10.1037/a0014846
• Saltürk, A., and Güngör, C. (2020). Kadınlar, akademik kalıpyargı tehdidi ve matematik: bir ölçek uyarlama çalışması. Turkish Studies, 15, 6.
• Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.
• Schmader, T., and Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85(3), 440. doi.org/10.1037/0022-3514.85.3.440
• Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565.
• Shewach, O. R., Sackett, P. R., and Quint, S. (2019). Stereotype threat effects in settings with features likely versus unlikely in operational test settings: A meta-analysis. Journal of Applied Psychology, 104(12), 1514.
• Spencer, S. J., Logel, C., and Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415-437. Spencer, S. J., Steele, C. M., and Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35(1), 4-28.
• Spielberger, C. D., Gonzalez-Reigosa, F., Martinez-Urrutia, A., Natalicio, L. F., & Natalicio, D. S. (1971). The state-trait anxiety inventory. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 5(3/4), 145-158.
• Stangor, C. (2016). The study of stereotyping, prejudice, and discrimination within social psychology: A quick history of theory and research. (in Nelson, T. D. (2009). Handbook of prejudice, stereotyping, and discrimination. Psychology Press.)
• Steele, C. M., Spencer, S. J., and Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. In Advances In Experimental Social Psychology, 34, 379-440. doi.org/10.1016/S0065-2601(02)80009-0
• Tabachnick, B. G., and Fidell, L. S. (2007). Using multivariate statistics.(5th ed.). Allyn & Bacon.
• Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Yayıncılık.
• TIMSS, (2019). TIMSS 2019 ınternational results in mathematics and science. https://timss2019.org/reports/
• Vecchione, M., Alessandri, G., and Marsicano, G. (2014). Academic motivation predicts educational attainment: Does gender make a difference? Learning and Individual Differences, 32, 124-131.
• Von Hippel, C., Sekaquaptewa, D., and McFarlane, M. (2015). Stereotype threat among women in finance: Negative effects on identity, workplace well-being, and recruiting. Psychology of Women Quarterly, 39(3), 405-414.
• Voyer, D., and Voyer, S. D. (2014). Gender differences in scholastic achievement: a meta-analysis. Psychological bulletin, 140(4), 1174.
• Walton, G. M., and Spencer, S. J. (2009). Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychological Science, 20(9), 1132-1139.
• Yeung, N. C. J., and von Hippel, C. (2008). Stereotype threat increases the likelihood that female drivers in a simulator run over jaywalkers. Accident Analysis & Prevention, 40(2), 667-674.