Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (5): 645-653.doi: 10.16187/j.cnki.issn1001-4918.2023.05.05

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Meta-stereotype Threat Effects on the Sense of School Belonging among Rural High Students in County: The Mechanisms of Identity Integration and Self-affirmation

YANG Baoyan1,3, LIU Yujiao1,2   

  1. 1. School of Psychology, Northwest Normal University, Lanzhou 730070;
    2. Geely University of China, Chengdu 641400;
    3. Research Center for Education of Northwest Ethnic Minorities, Northwest Normal University, Lanzhou 730070
  • Published:2023-09-11
  • Supported by:
    The project was supported by the National Key Research and Development Program of China (2019YFC1905301);National Natural Science Foundation of China (22078115,21776108,21690083,22008078).

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Abstract: This study was conducted among 421 rural high students at a senior middle school in W county of Gansu province. The experimental method is adopted to explore the impact of meta-stereotype threat on the sense of belonging of rural high school students in the county, and investigate the effect on the role of identity integration and self-affirmation. The results show that: (1) Meta-stereotype threat decreases the sense of belonging of rural high school students; (2) Identity integration plays a partial mediating role between the threat of meta-stereotypes and a sense of school belonging; (3) Self-affirmation can contribute to improving the school belonging sense of rural high school students, but it cannot alleviate the passive influence exerted by meta-stereotype threat on their school belonging sense. Besides, it cannot improve their school belonging sense by mitigating the passive influence of identity integration.

Key words: rural high school students, meta-stereotype threat, identity integration, self-affirmation, sense of school belonging

CLC Number: 

  • B844
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