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題名 刻板印象威脅對於女性領導表現之影響
作者 周育瑩
Chou,Yu-Ying
貢獻者 陳皎眉
Chen,Jeaw-Mei
周育瑩
Chou,Yu-Ying
關鍵詞 刻板印象威脅
性別刻板印象
女性領導者
領導表現
非語言焦慮
Stereotype Threat
Gender Stereotype
Female Leader
Leadership Performance
Non-Verbal Anxiety
日期 2004
上傳時間 17-九月-2009 13:20:51 (UTC+8)
摘要 本研究目的在於探討與女性領導者有關的刻板印象與偏見是否會產生刻板印象威脅效果而影響女性的領導表現，以及是否可以消除或減少它對於個人表現的影響。本研究也探討「對特定領域的認同」及「對所屬團體的認同」在女性領導能力的範疇中，是否會使得刻板印象威脅對於個人表現有不同程度的影響效果。另外，本研究為了要更加確認威脅感的產生，故增加行為觀察的方式來測量焦慮的產生，以彌補自陳焦慮方法的不足。
本研究以60位國立政治大學女學生為研究對象，隨機分派至「激發刻板印象威脅」、「不激發刻板印象威脅」、及「減除刻板印象威脅」等三個情境。每位女性受試者另搭配一男一女成為一小組，每組由此位女性受試者擔任領導者，帶領小組討論並解決一新車分配問題。女性受試者的領導表現由自己、小組中的二位成員、以及不知道本研究目的與假設的評估者來予以衡量。另外，本研究除了由受試者及小組成員以情境焦慮量表來評估受試者的焦慮程度之外，也請不知道本研究目的與假設的評估者，以情境焦慮量表來評估受試者的焦慮程度，並觀察其焦慮行為，評量受試者在活動過程中顯出不舒服或不自然的程度及頻率。
研究結果顯示，「激發刻板印象威脅」情境與「不激發刻板印象威脅」情境的受試者在大部分領導表現變項上均無顯著差異；「激發刻板印象威脅」情境中的受試者在部分領導表現變項上的平均得分顯著低於「減除刻板印象威脅」情境中的受試者。在本研究中，性別認同程度及領域認同程度並不會影響刻板印象威脅與領導表現之間的關係。此外，三個實驗情境中受試者的情境焦慮程度及非語言焦慮並沒有顯著差異。
本文也針對研究結果進行整體性的討論，並提出可能的研究限制，及對於後續研究的建議。
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描述 碩士
國立政治大學
心理學研究所
91752014
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0917520141
資料類型 thesis
dc.contributor.advisor 陳皎眉zh_TW
dc.contributor.advisor Chen,Jeaw-Meien_US
dc.contributor.author (作者) 周育瑩zh_TW
dc.contributor.author (作者) Chou,Yu-Yingen_US
dc.creator (作者) 周育瑩zh_TW
dc.creator (作者) Chou,Yu-Yingen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-九月-2009 13:20:51 (UTC+8)-
dc.date.available 17-九月-2009 13:20:51 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 13:20:51 (UTC+8)-
dc.identifier (其他 識別碼) G0917520141en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32529-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學研究所zh_TW
dc.description (描述) 91752014zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究目的在於探討與女性領導者有關的刻板印象與偏見是否會產生刻板印象威脅效果而影響女性的領導表現，以及是否可以消除或減少它對於個人表現的影響。本研究也探討「對特定領域的認同」及「對所屬團體的認同」在女性領導能力的範疇中，是否會使得刻板印象威脅對於個人表現有不同程度的影響效果。另外，本研究為了要更加確認威脅感的產生，故增加行為觀察的方式來測量焦慮的產生，以彌補自陳焦慮方法的不足。
本研究以60位國立政治大學女學生為研究對象，隨機分派至「激發刻板印象威脅」、「不激發刻板印象威脅」、及「減除刻板印象威脅」等三個情境。每位女性受試者另搭配一男一女成為一小組，每組由此位女性受試者擔任領導者，帶領小組討論並解決一新車分配問題。女性受試者的領導表現由自己、小組中的二位成員、以及不知道本研究目的與假設的評估者來予以衡量。另外，本研究除了由受試者及小組成員以情境焦慮量表來評估受試者的焦慮程度之外，也請不知道本研究目的與假設的評估者，以情境焦慮量表來評估受試者的焦慮程度，並觀察其焦慮行為，評量受試者在活動過程中顯出不舒服或不自然的程度及頻率。
研究結果顯示，「激發刻板印象威脅」情境與「不激發刻板印象威脅」情境的受試者在大部分領導表現變項上均無顯著差異；「激發刻板印象威脅」情境中的受試者在部分領導表現變項上的平均得分顯著低於「減除刻板印象威脅」情境中的受試者。在本研究中，性別認同程度及領域認同程度並不會影響刻板印象威脅與領導表現之間的關係。此外，三個實驗情境中受試者的情境焦慮程度及非語言焦慮並沒有顯著差異。
本文也針對研究結果進行整體性的討論，並提出可能的研究限制，及對於後續研究的建議。		zh_TW
dc.description.tableofcontents 第一章 緒論...................................................1
第一節 研究動機與目的.......................................1
第二節 文獻探討.............................................5
第三節 研究問題與假設......................................22
第二章 研究方法..............................................25
第一節 研究對象與實驗設計..................................25
第二節 實驗工具............................................28
第三節 研究程序............................................34
第四節 資料分析............................................39
第三章 研究結果..............................................44
第一節 描述統計與變項間的相關..............................44
第二節 刻板印象威脅對於領導表現之影響效果..................49
第三節 性別認同與領域認同之調節效果........................51
第四節 情境焦慮程度及非語言焦慮............................58
第五節 其他分析結果........................................67
第四章 討論與建議............................................68
第一節 結論................................................68
第二節 討論................................................70
第三節 研究限制與後續研究建議..............................78
第四節 研究貢獻............................................81
參考文獻.....................................................83
中文部分...................................................83
英文部分...................................................83
附錄.........................................................90
附錄一 小組討論情境－－新車分配問題.......................90
附錄二 「激發刻板印象威脅」情境研究說明...................96
附錄三 「不激發刻板印象威脅」情境研究說明.................97
附錄四 「減除刻板印象威脅」情境研究說明...................98
附錄五 領導表現與情境焦慮程度評量表（小組成員用）.........99
附錄六 領導表現與情境焦慮程度評量表（受試者用）..........101
附錄七 刻板印象威脅知覺、性別認同、領域認同
、領導經驗之測量..................................103
附錄八 領導表現、情境焦慮程度、及非口語焦慮
評估表（小組以外之評估者用）......................106

表目錄
表2-1 各實驗情境中受試者各科系人數及所佔百分比............26
表2-2 各實驗情境中受試者各年級人數及所佔百分比............26
表2-3 評量者須加以觀察的焦慮行為..........................32
表2-4 評估影片分配表......................................40
表2-5 影片評估工作時程表..................................42
表3-1 三個實驗情境中各變項之描述統計值....................45
表3-2 各變項之相關係數矩陣................................48
表3-3 三個實驗情境中各領導表現變項差異之事前比較摘要表....50
表3-4 三個實驗情境中性別認同與領域認同之變異數分析摘要表..51
表3-5 「激發刻板印象威脅情境」不同性別認同程度受試者
各領導表現變項之變異數分析摘要表....................53
表3-6 「激發刻板印象威脅情境」不同領域認同程度受試者
各領導表現變項之變異數分析摘要表....................55
表3-7 三個實驗情境中焦慮程度及非口語焦慮之變異數分析
摘要表..............................................57
表3-8 「刻板印象威脅的激發、不激發、及減除」對
「情境焦慮程度」及「非口語焦慮」之預測效果..........59
表3-9 情境焦慮程度總分之中介效果..........................60
表3-10 他評情境焦慮程度之中介效果..........................61
表3-11 自評情境焦慮程度之中介效果..........................62
表3-12 評量者評情境焦慮程度之中介效果......................63
表3-13 非口語焦慮之中介效果................................64
表3-14 非口語焦慮頻次之中介效果............................65
表3-15 非口語焦慮強度之中介效果............................66
表3-16 不同實驗情境、性別認同、領域認同受試者
刻板印象威脅知覺之變異數分析摘要表..................67

圖目錄
圖1-1 研究架構圖..........................................24
圖2-1 參與者位置配置圖....................................36		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0917520141en_US
dc.subject (關鍵詞) 刻板印象威脅zh_TW
dc.subject (關鍵詞) 性別刻板印象zh_TW
dc.subject (關鍵詞) 女性領導者zh_TW
dc.subject (關鍵詞) 領導表現zh_TW
dc.subject (關鍵詞) 非語言焦慮zh_TW
dc.subject (關鍵詞) Stereotype Threaten_US
dc.subject (關鍵詞) Gender Stereotypeen_US
dc.subject (關鍵詞) Female Leaderen_US
dc.subject (關鍵詞) Leadership Performanceen_US
dc.subject (關鍵詞) Non-Verbal Anxietyen_US
dc.title (題名) 刻板印象威脅對於女性領導表現之影響zh_TW
dc.type (資料類型) thesisen
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