本研究旨在(一) 驗證性別刻板印象威脅理論三要素中，國二生的領域認同、性別刻板印象信念、教室情境性別刻板印象與國三理化興趣、理化成就的關係；(二)探究不同程度的領域認同、性別刻板印象信念、教室性別刻板印象氛圍之組合與理化興趣和理化成就之間的關係。研究資料為鄭、鍾(2007,2008)國科會計畫所蒐集的縱貫資料。從國二追蹤到高一共475人(男243，女242)。研究結果顯示(一)對於女生而言，國二的理化領域認同和性別刻板印象信念可以解釋國三理化成就，然而，僅國二理化領域認同可以解釋國三理化興趣；(二)對於男生而言，僅國二的理化領域認同可解釋國三理化成就，而國二理化領域認同和性別刻板印象信念國三理化興趣；(三)不論男女，理化領域認同在理化成就和理化興趣上扮演重要的角色；(四)對於女生而言，國三理化興趣為國二領域認同和國三理化成就之完全中介變項，而對男生而言，國三理化興趣為部分中介變項；(五)具有高領域認同、高教室情境刻板印象、低刻板印象信念的女學生理化成就最高，但其國三理化興趣卻是女生中降低最多的一組；(六)對於高領域認同女學生而言，具有高刻板印象信念的成就表現較低刻板印象信念者低，意指這群學生易受刻板印象威脅之影響；(七)對於低領域認同男學生而言，具有高刻板印象信念者或感知高教室情境刻板印象者的成就表現較低刻板印象信念者或感知低教室情境刻板印象者為低，意指這群學生易受刻板印象窒息之影響。

The study aimed (1) to examine how the three components in gender stereotype threat theory—domain identification, gender stereotype belief, and classroom gender stereotype climate—account for junior high school students’ interest and achievements measured one year later in the field of physical sciences (physics and chemistry); (2) to explore the correlations of combination of different level of domain identification, gender stereotype belief, and classroom gender stereotype climate with achievement and interest. A longitudinal data of Cheng & Chung (2007, 2008) were employed in the study. Students were tracked from grade 8 to grade 10. A total of 475 junior high school students were included in the data (Male = 243, Female =232). The results showed that for females, 8th-grade domain identification and gender stereotype belief accounted for 9th-grade physical science achievements, whereas only 8th-grade domain identification accounted for 9th-grade physical science interest. However, for males, only 8th-grade domain identification accounted for 9th-grade physical science achievements, while 8th-grade domain identification and gender stereotype accounted for 9th-grade physical science interest. Domain identification played a major role for predicting physical science achievement and interest both for males and females. Ninth-year physical science interest acts as a full mediator between 8th-grade domain identification and 9th-grade physical achievement for females, while it serves as a partial mediator for males. Female students with high domain identification, high classroom gender stereotype climate, but low gender stereotype belief had the highest 9th-grade performance but were also the group whose interest decreased most in grade 9 among other female groups. For females highly identified with physical science identification, students with low gender stereotype belief performed better than those with high gender stereotype belief, suggesting those girls were vulnerable to stereotype threat. For males with low physical science identification, students with low gender stereotype belief or perceiving classroom gender stereotype climate, indicating those boys were vulnerable to stereotype choking. Suggestions for possible educational interventions were also offered in the study.

Table of Contents
Acknowledgements……….…………………………...………………………....…....i
Abstract (English)……………………………………….…………….…………....….ii
Abstract (Chinese)……………………………………….…………….………….......iii
Chapter 1 Introduction..………………………………………….……...……….…....1
1.1 Background…………………………………………………………......……….....1
1.2 Research questions ………..……………………………….….……..…….....9
Chapter 2 Literature review ……………………...……………….……...…..…...…10
2.1 Stereotype threat ……………...……………...……………………...…….....10
2.2 Stereotype lift and stereotype choking ……..……………………….……....11
2.3 Stereotype threat, interest, and achievement…….……………….…..........11
2.4 Longitudinal study of stereotype threat…………….…………….….…........15
Chapter 3 Method …………………………………..………….……...…….…..…....17
3.1 Sample……………………………….………………….…….….……….............18
3.2 Measures …...……….. ….….………... ….….………... ….….……….….........19
3.2.1 Science gender stereotype threat scale ……...………...….……….............20
3.2.2 Interest in science …...………...……........….….…..........….…...……….....21
3.2.3 Science achievement test ………………..….……. ….….……........…........21
3.3 Variables………...….……………….….….……...….….………..….........….....22
3.4 Analysis ..………….….…………….….………….….………......…....…..........23
3.4.1 Elements of stereotype threat, ninth-grade physical science
achievement, and difference of achievements……......….…...........….......24
3.4.2 Elements of stereotype threat, ninth-grade physical science interest,
and difference of interest.............….…………………………….…..............26
3.4.3 Elements of stereotype threat and science achievement in the Basic
Competence Test for Junior High School Students.............…….....….......27
3.4.4 Testing interest as a moderator or mediator..........................……...….......29
Chapter 4 Results ………………………………...….………...………........….......31
4.1. Descriptive statistics ..………..….….………... …..………... ….….…..…......31
4.2 Correlations of gender stereotype threat, achievement, and interest .…......34
4.3 Will gender stereotype threat predict 9th-grade physical science
achievement and achievement difference from grade 8 to 9? …….....…......37
4.4 Does gender stereotype threat predict 9th-grade physical science
interest and interest difference from grade 8 to 9? ..………….…....…...…....40
4.5 Does gender stereotype threat predict the science score of the Basic
Competence Test for Junior High School Students? ..…….…....…...…….....42
4.6 Will the three components of gender stereotype threat predict
physical science achievement through interest in grade 8? ………....….......44
4.7 Will the three components of gender stereotype threat in grade 8
predict physical science achievement in grade 9 and science
achievement in the BCTJHSS through 9th-grade interest? ….……..............45
4.8 Tests 9th-grade interest as a mediator or moderator…….…………..…….....48
4.9 Cross analyses for combinations of different level of domain identification,
gender stereotype belief, and classroom gender stereotype climate..….......51
4.10 Cross analyses given different level of domain identification, gender
stereotype belief, and classroom gender stereotype climate......….…….......53
Chapter 5 Conclusion and suggestions .….…....…………........….….……….......61
References…...….…….….………...….………..….………………….….…….........66
Appendix A ...….…….….………...….………..….………………….….……..…......71
Appendix B ...….…….….………...….………..….………………….….……...….....74
Appendix C ...….…….….………...….………..….………………….….……...….....76
Appendix D ...….…….….………...….………..….………………….….……..…......77

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