社会与工程心理学研究室知识库

刻板印象威胁是社会心理学中的一个重要研究领域，它是指个体因担心自己的行为表现会印证所属群体的负面刻板印象而产生的一种消极体验过程。刻板印象威胁不仅会影响个体在学业，工作上的表现，更会对其心理健康产生负面影响。根据刻板印象内容模型，社会中的各个群体都会存在刻板印象，但负面刻板印象更容易引发刻板印象威胁。在我国的教育领域，中职生是一个特殊的群体，在平常的认知里社会对于中职生的评价都是偏负面的，而且中职生的心理健康也是教育领域所关注的一个焦点。目前的研究中也尚未发现有研究探讨过刻板印象威胁对心理健康的影响机制。基于上述背景和已有研究情况，本研究特别聚焦于中职 生群体，将其设定为研究对象，深入探究刻板印象威胁对中职生心理健康产生的影响，并进一步剖析其背后的影响机制。

先导研究以刻板印象内容模型为基础，通过问卷星平台向社会各界人士发放刻板印象内容问卷，以测量社会对于中职生的刻板印象是怎样的。回收有效问卷158 份，计算各维度分数得出的结果表明社会对于中职生存在负面的刻板印象。

后续的研究引入侵入性思维作为中介变量，自尊作为调节变量，并结合人口统计学变量，以贵州省某中职学校的学生为研究对象，通过问卷星平台向其发放问卷，并分两次采集不同的样本来开展数据收集和实证分析。两次取样均收集所有量表信息及人口统计学信息，样本一回收有效问卷 339 份，样本二回收有效问卷 553 份。运用 SPSS 和 AMOS 软件进行实证分析检验假设，得出以下结论：（1）刻板印象威胁对侵入性思维有正向影响；（2）侵入性思维在刻板印象威胁与心 理健康之间起到中介的作用；（3）自尊正向调节刻板印象威胁与侵入性思维之间的关系以及侵入性思维的中介效应，即自尊水平越高，刻板印象威胁引起的侵 入性思维越强，进而使得中职生的心理健康水平越低。

本研究从认知角度出发，通过引入侵入性思维作为中介变量，丰富了刻板印象威胁对心理健康影响机制的研究。同时，对于自尊的调节作用的研究打破了以往的认为高自尊会保护个体免受刻板印象威胁影响的常规认知，不仅丰富了自尊的研究文献，也为刻板印象威胁的研究提供了新的视角。

Stereotype Threat is a significant research area in social psychology, referring to the negative psychological experience individuals undergo when they fear their behavior might confirm negative stereotypes associated with their social group (Steele & Aronson, 1995). Stereotype threat not only impairs academic and professional performance but also negatively impacts mental health. According to the Stereotype Content Model, stereotypes exist across social groups, yet only negative stereotypes trigger stereotype threat.

In China’s educational context, vocational high school students represent a unique group often subjected to socially prevalent negative stereotypes. Their mental health has become a focal concern in educational research. However, existing studies have yet to explore the mechanisms through which stereotype threat affects mental health in this population. Against this backdrop, this study specifically focuses on vocational high school students to investigate the impact of stereotype threat on their mental health and unravel the underlying mechanisms.

A preliminary study, grounded in the Stereotype Content Model, utilized an online questionnaire (via Questionnaire Star) to assess societal stereotypes toward vocational students. Analysis of 158 valid responses confirmed the prevalence of negative stereotypes.

Subsequent research introduced intrusive thoughts as a mediator and self-esteem as a moderator, alongside demographic variables. Data were collected from students at a vocational school in Guizhou Province through two waves of surveys (Sample 1: 339 valid responses; Sample 2: 553 valid responses). Hypotheses were tested using SPSS and AMOS for empirical analysis. Key findings include:

1. Stereotype threat positively predicts intrusive thoughts.

2. Intrusive thoughts mediate the relationship between stereotype threat and mental health.

3. Self-esteem amplifies both the direct effect of stereotype threat on intrusive thoughts and the mediating role of intrusive thoughts. Specifically, higher self-esteem strengthens the link between stereotype threat and intrusive thoughts, further deteriorating mental health.

This study enriches the research on the impact mechanisms of stereotype threat on mental health by introducing intrusive thoughts as a mediating variable from a cognitive perspective. Additionally, it challenges conventional assumptions that high self-esteem protects against stereotype threat, offering novel insights into the interplay between self-esteem and stereotype threat while enriching literature in both fields.