Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas
This study investigated the effect of the context of evaluation over the cognitive performance in an experiment. Students on the verge of executing a cognitive task (Mental Rotation Task) were induced to consider their relation to a group negatively associated with the domain of the test. If their p...
| Author: | |
|---|---|
| Format: | Doctoral thesis |
| Status: | Published version |
| Publication date: | 2018 |
| Country: | Brasil |
| Institution: | UFC |
| Repository: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Language: | Portuguese |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/37888 |
| Online Access: | http://www.repositorio.ufc.br/handle/riufc/37888 |
| Access Level: | Open access |
| Keyword: | Ameaça do estereótipo Teoria das Molduras Relacionais Ação afirmativa Teste de Rotação Mental |
| _version_ | 1878763726854684672 |
|---|---|
| author | Souza, Rafael Britto de |
| author_browse | Souza, Rafael Britto de |
| author_facet | Souza, Rafael Britto de |
| author_role | author |
| bitstream_url_str_mv | http://repositorio.ufc.br/bitstream/riufc/37888/4/license.txt http://repositorio.ufc.br/bitstream/riufc/37888/3/2018_tese_rbsouza.pdf |
| collection | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| contributor_str_mv | Trompieri Filho, Nicolino |
| description | This study investigated the effect of the context of evaluation over the cognitive performance in an experiment. Students on the verge of executing a cognitive task (Mental Rotation Task) were induced to consider their relation to a group negatively associated with the domain of the test. If their performance decreased in the face of this manipulation we could say that this situation is a “stereotype threat”. The possibility of plummeting this decrease in the performance of the students under stereotype threat was also investigated. The sample was composed of 97 university students, both those who benefitted from affirmative action program and the ones that did not. The start point of this research is the idea that at least part of the discrepancy that can be seen in the grades of these two groups when they are compared is due to situational factors and therefore is important to identify and quantify these factors in order to lessen this discrepancy. The concepts involved in the construct of stereotype threat were investigated with the use of the Overlap of Self, Ingroup, and Outgroup Scale. The idea behind this scale is to see how the subjects perceive the similarity and distance between the two groups. Another measure used in the experiment was a scale to see how anxious the individual usually feel in evaluation contexts. Both these measures are important because they are related to the validity of the construct of stereotype threat and can moderate both its effectiveness and susceptibility. Theoretically, a behavior analytic approach to study the phenomenon was proposed. The objective in doing so is to close a gap between social psychology, behavior analysis and educational evaluation. All these areas have many premises in common and the concept here in view show how an interdisciplinary approach can benefit all of them. The concepts used were stimulus equivalence, stimulus control and specially those coming from the relational frame theory. As for the experiment, it was composed of three blocks with 40 tasks each. Between the blocks 1 and 2 either a control text, a valorization text or a threat text was introduced. Then between the blocks 2 and 3 either a text aimed to reduce the threat, or to reduce the anxiety or a control text. The results have shown a statistically significant better performance of the “non affirmative action” in the first block. In the second block, the group of “stereotype threat affirmative action” was the one with the worst performance in contrast with the “stereotype threat control group” that were the ones who increased most theirs scores. The “valorization stimuli” did not show a clear result for any of the groups. In the third block, the “affirmative action group” as a whole decreased their scores, but the “non affirmative action” kept increasing theirs. Nevertheless, the “affirmative action” in the subgroup of “stereotype reduction” were the ones who increased most their performance, even more than the “non affirmative action” group. Group valorization and reduction in anxiety have shown ambiguous results even in the qualitative level of analysis. In the Anxiety Inventory of Taking Tests, there was not a significant difference between the groups (affirmative and non affirmative action groups). The Overlap of Self, Ingroup, and Outgroup Scale showed that the participants did not consider that there was a significant difference between their groups or that their identifications were mutually excludent or opposite. |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | BR_c2cf32ec2c27cbed1cf80ce61ba10afa |
| institution | UFC |
| instname_str | Universidade Federal do Ceará (UFC) |
| language | por |
| network_acronym_str | BR |
| network_name_str | Brasil |
| oai_identifier_str | oai:repositorio.ufc.br:riufc/37888 |
| publishDate | 2018 |
| publishDateSort | 2018 |
| reponame_str | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| spelling | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas Souza, Rafael Britto de Trompieri Filho, Nicolino Ameaça do estereótipo Teoria das Molduras Relacionais Ação afirmativa Teste de Rotação Mental This study investigated the effect of the context of evaluation over the cognitive performance in an experiment. Students on the verge of executing a cognitive task (Mental Rotation Task) were induced to consider their relation to a group negatively associated with the domain of the test. If their performance decreased in the face of this manipulation we could say that this situation is a “stereotype threat”. The possibility of plummeting this decrease in the performance of the students under stereotype threat was also investigated. The sample was composed of 97 university students, both those who benefitted from affirmative action program and the ones that did not. The start point of this research is the idea that at least part of the discrepancy that can be seen in the grades of these two groups when they are compared is due to situational factors and therefore is important to identify and quantify these factors in order to lessen this discrepancy. The concepts involved in the construct of stereotype threat were investigated with the use of the Overlap of Self, Ingroup, and Outgroup Scale. The idea behind this scale is to see how the subjects perceive the similarity and distance between the two groups. Another measure used in the experiment was a scale to see how anxious the individual usually feel in evaluation contexts. Both these measures are important because they are related to the validity of the construct of stereotype threat and can moderate both its effectiveness and susceptibility. Theoretically, a behavior analytic approach to study the phenomenon was proposed. The objective in doing so is to close a gap between social psychology, behavior analysis and educational evaluation. All these areas have many premises in common and the concept here in view show how an interdisciplinary approach can benefit all of them. The concepts used were stimulus equivalence, stimulus control and specially those coming from the relational frame theory. As for the experiment, it was composed of three blocks with 40 tasks each. Between the blocks 1 and 2 either a control text, a valorization text or a threat text was introduced. Then between the blocks 2 and 3 either a text aimed to reduce the threat, or to reduce the anxiety or a control text. The results have shown a statistically significant better performance of the “non affirmative action” in the first block. In the second block, the group of “stereotype threat affirmative action” was the one with the worst performance in contrast with the “stereotype threat control group” that were the ones who increased most theirs scores. The “valorization stimuli” did not show a clear result for any of the groups. In the third block, the “affirmative action group” as a whole decreased their scores, but the “non affirmative action” kept increasing theirs. Nevertheless, the “affirmative action” in the subgroup of “stereotype reduction” were the ones who increased most their performance, even more than the “non affirmative action” group. Group valorization and reduction in anxiety have shown ambiguous results even in the qualitative level of analysis. In the Anxiety Inventory of Taking Tests, there was not a significant difference between the groups (affirmative and non affirmative action groups). The Overlap of Self, Ingroup, and Outgroup Scale showed that the participants did not consider that there was a significant difference between their groups or that their identifications were mutually excludent or opposite. Buscou-se testar experimentalmente o efeito que o contexto de avaliação exerce sobre o desempenho cognitivo. Sujeitos prestes a executar uma tarefa cognitiva (Teste de Rotação Mental) foram induzidos a considerar sua pertença a um grupo associado com fraco desempenho no domínio em questão. Se tal manipulação do contexto de avaliação prejudicar o desempenho, estamos diante do fenômeno da “ameaça do estereótipo”. Também buscou-se reduzir esta possível piora no desempenho. A amostra foi composta de 97 universitários cotistas e não-cotistas. Partimos da hipótese de que parte da diferença de desempenho observada entre estes grupos deve-se a fatores situacionais. Identificar e quantificar estes fatores, assim como buscar formas de diminuir ou eliminar seus efeitos, é relevante em vários níveis. Foram testadas também as relações estabelecidas pelos sujeitos no que diz respeito aos termos envolvidos no construto. Adaptou-se para este propósito a “escala de sobreposição do eu, endogrupo e exogrupo” para medir a percepção de proximidade/distanciamento dos grupos entre si e dos sujeitos em relação aos grupos, bem como, o Inventário de Ansiedade Frente a Provas (IAP), com o objetivo de aumentar o poder discriminativo do construto de “ameaça do estereótipo”. Do ponto de vista teórico, buscou-se uma leitura analítico-comportamental do fenômeno da ameaça do estereótipo. Pretendeu-se com isso favorecer uma aproximação entre psicologia social, análise do comportamento e a avaliação educacional. Todas essas áreas possuem premissas em comum e a intenção aqui é demonstrar como uma abordagem interdisciplinar pode beneficiar todas elas. Para tanto, nos valemos dos conceitos de controle e equivalência de estímulo, e principalmente dos oriundos da Teoria das Molduras Relacionais. Após um treino, os participantes responderam três blocos de 40 tarefas de rotação mental. Entre os blocos 1 e 2 foi inserida uma das variáveis independentes “ameaça, controle, ou valorização”, entre os blocos 2 e 3, a segunda das variáveis independentes “redução da ansiedade, da ameaça ou controle”. Os resultados mostram uma superioridade estatisticamente significativa no desempenho dos não cotistas na linha de base. No segundo bloco, os cotistas ameaçados apresentaram a menor média entre todos os grupos, ao passo que os cotistas do grupo de controle foram os que mais melhoraram. A valorização não apresentou o resultado esperado. No terceiro bloco os cotistas em geral pioraram o desempenho, mas os não cotistas melhoraram. Os cotistas na condição de redução do estereótipo foram os que mais melhoraram no terceiro bloco. As variáveis de valorização do grupo e redução da ansiedade mostraram resultados ambíguos, mesmo no nível qualitativo de análise. No inventário de ansiedade frente a provas, não houve diferença significativa entre cotistas e não cotistas. A escala de sobreposição do eu, endogrupo e exogrupo mostrou que os participantes não consideram haver uma diferença significativa entre os dois grupos e que não consideram excludentes ou opostas as identificações com eles. SOUZA, Rafael Britto de. Ameaça do estereótipo e teoria das molduras relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas - UFC. 2018. 260f. - Tese (Doutorado) - Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2018. http://www.repositorio.ufc.br/handle/riufc/37888 |
| spellingShingle | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas Souza, Rafael Britto de Ameaça do estereótipo Teoria das Molduras Relacionais Ação afirmativa Teste de Rotação Mental |
| status_str | publishedVersion |
| title | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas |
| title_full | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas |
| title_fullStr | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas |
| title_full_unstemmed | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas |
| title_short | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas |
| title_sort | Ameaça do estereótipo e Teoria das Molduras Relacionais: a influência de fatores situacionais no desempenho cognitivo de universitários cotistas |
| topic | Ameaça do estereótipo Teoria das Molduras Relacionais Ação afirmativa Teste de Rotação Mental |
| topic_facet | Ameaça do estereótipo Teoria das Molduras Relacionais Ação afirmativa Teste de Rotação Mental |
| url | http://www.repositorio.ufc.br/handle/riufc/37888 |