在科学、技术、工程和数学（STEM）领域中，女性从业者和学生的比例显著低于男性，这一现象被称之为理工科领域内女性缺失现象。近几年来，越来越多的研究开始关注这一现象背后的社会心理机制，性别刻板印象的作用被广泛探讨。然而，已有研究大多关注社会对女性的刻板印象，而忽略了女性了解的性别刻板印象，即元性别刻板印象，对女性在STEM领域深造的意向的影响。因此，本文关注元刻板印象对理工科女性专业学习倦怠的影响，以及集体自尊在其中的作用。为了探讨这一科学问题，选取理工科女性为被试，共开展了两项研究。研究一（N = 89）和研究二（N = 59）激活元性别刻板印象，测量了学业倦怠和女性集体自尊。结果发现，女性集体自尊可调节元刻板印象对理工科专业学业倦怠的影响。具体而言，被试的女性集体自尊水平越低，消极元刻板印象对学习倦怠的正向预测作用越明显。以往少有研究关注元刻板印象与学习倦怠之间的关系，本研究通过两项实验，关注了消极元刻板印象对理工科女性的影响，为STEM领域内女性缺失现象的原因提供线索，同时通过关注集体自尊在其中的作用，为后续研究而提供可行的理论依据。

The representation of women in science, technology, engineering and mathematics (STEM) fields is significantly lower than that of men, a phenomenon known as the underrepresentation of women in science and engineering. In recent years, there has been an increasing focus on the psychosocial mechanisms behind this phenomenon, with widespread exploration of the role of gender stereotypes. However, most existing studies concentrate on social stereotypes of women while neglecting the impact of meta-gender stereotypes - those understood by women themselves - on their intention to pursue further studies in STEM fields. Therefore, this paper centers on the influence of meta-stereotypes on professional learning burnout among women in science and engineering, as well as the role played by collective self-esteem. To address this scientific issue, two studies were conducted with female subjects from science and engineering backgrounds. Study 1 (N = 89) and 2 (N = 59) activated meta-gender stereotypes and measured academic burnout and collective self-esteem among female participants. The findings indicate that female collective self-esteem can moderate the impact of meta-stereotypes on academic burnout within science and engineering majors. Specifically, lower levels of female collective self-esteem are associated with a more pronounced positive predictive effect between negative meta-stereotypes and learning burnout. Previous research has paid little attention to the relationship between meta-stereotypes and learning burnout; through two experiments focusing on negative meta-stereotypes' impact on women in science and engineering fields, this study offers insights into factors contributing to female underrepresentation in STEM disciplines while providing a viable theoretical foundation for subsequent investigations centered around the role played by collective self-esteem in this phenomenon.