The Influence of Stereotype Threat on Learning Motivation and Self-Efficacy in Chinese Adolescents: A Systematic Literature Review
Abstract
This literature review discusses the existing literature to understand the impact of stereotype threat on the learning motivation and self-efficacy of Chinese adolescents. Due to the high-stakes and collectivistic features of East Asian education systems, stereotype threat exerts a serious influence on the healthy learning of Chinese school-aged adolescents. The current study aims to demonstrate that stereotype threat significantly and negatively influences students’ basic psychological needs for competence, autonomy, and relatedness, which in turn reduce students’ intrinsic motivation and enhance amotivation. This paper also negatively impacts domain-specific self-efficacy, which creates a vicious circle of poor performance. Especially, the mechanisms of psychological disidentification and social comparison may be more concerned in the Chinese culture (based on empirical research analysis). Finally, at the end of the paper, the author tries to make some recommendations for useful study strategies of teachers (e.g., developing growth mindsets and identity-safe classrooms). In addition, future research could focus on culturally appropriate interventions and longitudinal studies.
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