摘要
本研究探讨了虚拟化身性别对数学任务表现的影响及其影响机制。实验采用2(化身性别:男/女)×2(自我肯定:高/低)的两因素组间设计,因变量为数学工作自我概念和数学任务表现。结果表明:虚拟化身性别和自我肯定均对数学工作自我概念和数学任务表现有显著主效应,且两者交互影响两个因变量。同时,研究还发现了有中介的调节作用模型,自我肯定显著地调节了虚拟化身性别与数学任务表现的关系,且该调节关系通过数学工作自我概念的中介作用来进一步影响数学任务表现。
The present study explored the influence of avatar gender on math task performance and the mechanism.The experiment employed a 2(male/female avatar)×2(high/low self-affirmation)between-subjects design,dependent variables were math working self-concept and math task performance.Results of ANOVAs showed that there were main effects for avatar gender and for self-affirmation on both math working self-concept and math task performance,and there was also a significant interaction between avatar gender and self-affirmation for both dependent variables.The results also revealed a mediated moderation.Self-affirmation moderated the effect of avatar gender on math task performance,and the moderating effect of self-affirmation was mediated by math working self-concept.
作者
衡书鹏
尹猛
赵换方
王明辉
HENG Shupeng;YIN Meng;ZHAO Huanfang;WANG Minghui(Faculty of Education,Henan University,Kaifeng 475004;Faculty of Education,Henan Normal University,Xinxiang 453007)
出处
《心理研究》
CSSCI
2024年第5期453-460,共8页
Psychological Research
基金
教育部人文社科项目(19YJC190009)
2022年本科高校研究性教学改革研究与实践项目(2022SYJXLX022)
河南省教育科学规划2023年度一般课题(2023YB0041)
河南省高等教育教学改革研究与实践项目(2023SJGLX242Y)。
