Acceptance and effects of role models in the spatial domain. A storytelling experiment with fourth graders.

Autor/inn/en	Neuburger, Sarah; Ruthsatz, Vera; Jansen, Petra; Heil, Martin; Quaiser-Pohl, Claudia
Titel	Acceptance and effects of role models in the spatial domain. A storytelling experiment with fourth graders. Gefälligkeitsübersetzung: Akzeptanz und Wirkung von Vorbildern in der dreidimensionalen Sphäre: ein Erzählexperiment mit Viertklässlern.
Quelle	In: Frontiers in psychological and behavioral science, 2 (2013) 3, S. 73-88 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2309-012X; 2309-0138
Schlagwörter	Empirische Untersuchung; Vergleichsuntersuchung; Rollenbild; Stereotyp; Identifikation; Kinderpsychologie; Kognition; Kognitionspsychologie; Kognitive Leistung; Psychologie; Räumliche Wahrnehmung; Selbstbewusstsein; Selbstwertgefühl; Soziale Rolle; Junge; Gehirn; Grundschule; Junge; Kognition; Mädchen; Psychologie; Schüler; Selbstbewusstsein; Soziale Rolle; Stereotyp; Identifikation; Kinderpsychologie; Differenzierung; Selbstwertgefühl; Grundschule; Schüler; Differenzierung; Gehirn; Grundschulalter; Geschlechtsspezifik; Mädchen
Abstract	Previous research has demonstrated that both real-world and fictional role models can influence gender stereotypes, performance, and self-concept in adults and children. The current study investigated such modeling processes in the domain of spatial skills by examining how fourth-grade boys and girls respond to a spatially skilled fictional role model, who was either male or female. The study had an experimental pre-post design, in which 263 children were examined in three intervention groups (female role model, male role model, no role model). Results showed that model acceptance and model gender ratings were more strongly influenced by the model's sex than by her or his male-stereotyped spatial skills. Model acceptance differed between boys and girls only for the female model, who was accepted to a greater degree by girls, while the male model was accepted to the same degree by boys and girls. Furthermore, there was a gender-specific effect of the stories on girls' general self-esteem, which slightly increased in the female-model group and slightly decreased in the male-model group and the control group. However, the hypothesized gender-specific effects of the story interventions were not found with regard to gender stereotypes, spatial performance, and spatial self-concept; instead, there was an intervention-independent decrease in girls' gender stereotypes and spatial self-concept. These results are discussed with regard to the influence of spatial experience on the gender effect in spatial performance, the effectiveness of fictional versus real-world models, and the problem of upward comparison with highly skilled role models. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/4