Davies, LC, Conner, M orcid.org/0000-0002-6229-8143, Sedikides, C et al. (1 more author) (2016) Math Question Type and Stereotype Threat: Evidence from Educational Settings. Social Cognition, 34 (3). pp. 196-216. ISSN 0278-016X
Abstract
The mere effort account of task performance posits that task evaluation apprehension leads to performance concerns, motivating task takers to do well and thus potentiating a dominant response. When applied to stereotype threat (ST), mere effort posits that ST motivates test-takers to disprove a stereotype, facilitating a prepotent solve response, augmenting solve type question (e.g., equations) performance, but decreasing comparison type question (e.g., estimations) performance. We tested the mere effort account of ST. In Experiment 1, undergraduates (women) engaged in a practice statistics exam. ST did not facilitate performance on solve questions, but it debilitated performance on comparison questions. In Experiment 2, middle and high school students (girls and boys) engaged in a math practice exam. ST augmented girls performance on solve questions and debilitated performance on comparison questions. The manipulation that produced stereotype threat in girls lifted boy’s performance. This research documents mere effort ST effects in educational settings.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Editors: |
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Keywords: | stereotype threat; education; question type; mere effort; stereotypes |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 14 Jan 2016 12:57 |
Last Modified: | 12 Apr 2017 03:52 |
Published Version: | https://dx.doi.org/10.1521/soco.2016.34.3.196 |
Status: | Published |
Publisher: | Guilford Press |
Identification Number: | 10.1521/soco.2016.34.3.196 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:93584 |