STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

scholarly journals Chewing Gum: Cognitive Performance, Mood, Well-Being, and Associated Physiology

2015 ◽  
Vol 2015 ◽  
pp. 1-16 ◽  
Author(s):  
Andrew P. Allen ◽  
Andrew P. Smith
Keyword(s):  
Heart Rate ◽  
Cognitive Performance ◽  
Work Performance ◽  
Well Being ◽  
Acute Effect ◽  
Chewing Gum ◽  
Performance Study ◽  
Experimental Conditions ◽  
Performance Tasks ◽  
And Performance

Recent evidence has indicated that chewing gum can enhance attention, as well as promoting well-being and work performance. Four studies (two experiments and two intervention studies) examined the robustness of and mechanisms for these effects. Study 1 investigated the acute effect of gum on mood in the absence of task performance. Study 2 examined the effect of rate and force of chewing on mood and attention performance. Study 3 assessed the effects of chewing gum during one working day on well-being and performance, as well as postwork mood and cognitive performance. In Study 4, performance and well-being were reported throughout the workday and at the end of the day, and heart rate and cortisol were measured. Under experimental conditions, gum was associated with higher alertness regardless of whether performance tasks were completed and altered sustained attention. Rate of chewing and subjective force of chewing did not alter mood but had some limited effects on attention. Chewing gum during the workday was associated with higher productivity and fewer cognitive problems, raised cortisol levels in the morning, and did not affect heart rate. The results emphasise that chewing gum can attenuate reductions in alertness, suggesting that chewing gum enhances worker performance.

scholarly journals Do casual gaming environments evoke stereotype threat? Examining the effects of explicit priming and avatar gender.

2018 ◽  
Author(s):  
Linda Katherine Kaye ◽  
Charlotte Rebecca Pennington ◽  
Joseph McCann
Keyword(s):  
Stereotype Threat ◽  
Self Esteem ◽  
Positive Finding ◽  
Participation Rates ◽  
Experimental Conditions ◽  
Negative Attitudes ◽  
Impact Performance ◽  
Competence Beliefs ◽  
Stereotype Priming ◽  
Detrimental Impact

Despite relatively equal participation rates between females and males in casual gaming, females often report stigmatisation and prejudice towards their gaming competency within this sub-domain. Applying the theoretical framework of “stereotype threat”, this research examined the influence of explicit stereotype priming on females’ casual gameplay performance and related attitudes. It also investigated whether the gender of the game avatar heightens susceptibility to stereotype threat. One hundred and twenty females were allocated randomly to one of four experimental conditions in a 2 (Condition: Stereotype threat, Control) x 2 (Avatar gender: Feminine, Masculine) between-subjects design. They completed a short gaming task and measures of social identity, competence beliefs, gameplay self-efficacy and self-esteem. Findings indicate that priming explicitly a negative gender-related stereotype did not appear to have a significant detrimental impact on gameplay performance or gameplay-related attitudes. Additionally, gameplay performance was not affected significantly by manipulating the gender of the gaming avatar. These findings suggest that, although females appear to be knowledgeable about negative gender-gaming stereotypes, these might not impact performance. Moreover, females tend not to endorse these beliefs as a true reflection of their gaming ability, representing a positive finding in view of the prevailing negative attitudes they face in gaming domains.

scholarly journals The effects of positive or negative self-talk on the alteration of brain functional connectivity by performing cognitive tasks

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Junhyung Kim ◽  
Joon Hee Kwon ◽  
Joohan Kim ◽  
Eun Joo Kim ◽  
Hesun Erin Kim ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Cognitive Performance ◽  
Short Form ◽  
Underlying Mechanism ◽  
The Self ◽  
Negative Effects ◽  
Performance Improvements ◽  
Self Talk ◽  
And Performance ◽  
Reward Motivation

AbstractSelf-talk can improve cognitive performance, but the underlying mechanism of such improvement has not been investigated. This study aimed to elucidate the effects of self-talks on functional connectivity associated with cognitive performance. We used the short form of Progressive Matrices Test (sRPM) to measure differences in performance improvements between self-respect and self-criticism. Participants were scanned using functional magnetic resonance imaging in the following order: baseline, during-sRPM1, post-sRPM1, self-respect or self-criticism, during-sRPM2, and post-sRPM2. Analysis was conducted to identify the self-talks' modulatory effects on the reward-motivation, default mode, and central-executive networks. Increase in sRPM2 score compared to sRPM1 score was observed only after self-criticism. The self-talk-by-repetition interaction effect was not found for during-sRPM, but found for post-sRPM; decreased nucleus accumbens-based connectivity was shown after self-criticism compared with self-respect. However, the significant correlations between the connectivity change and performance change appeared only in the self-respect group. Our findings showed that positive self-talk and negative self-talk differently modulate brain states concerning cognitive performance. Self-respect may have both positive and negative effects due to enhanced executive functions and inaccurate confidence, respectively, whereas self-criticism may positively affect cognitive performance by inducing a less confident state that increases internal motivation and attention.

Learned Helplessness and the Self-Control Model of Depression

1981 ◽  
Vol 48 (3) ◽  
pp. 987-994 ◽  
Author(s):  
Ronald H. Rozensky ◽  
Susan Kravitz ◽  
Rebecca Unger
Keyword(s):  
Learned Helplessness ◽  
Significant Interaction ◽  
Treatment Condition ◽  
Control Model ◽  
The Self ◽  
Self Control ◽  
Experimental Conditions ◽  
Depressed Group ◽  
Post Hoc ◽  
And Control

Self-reinforcement, one element of the self-control model of depression proposed by Rehm, was evaluated as to its relationship with Seligman's learned helplessness phenomenon. Within a nonclinical population, subjects were divided by their Beck Depression Inventory scores into a Non-depressed group and a Very Mildly Depressed group. Subjects in each group were exposed to one of three treatments, Learned Helplessness, Nonlearned Helplessness, and Control conditions based upon the Levine multidimensional discrimination task. Depressed subjects gave significantly more self-punishment and less self-reward than nondepressed subjects after exposure to the experimental conditions. A significant interaction of depressed X treatment condition and post hoc analyses suggest an explanation for the previously noted facilitation effects of learned helplessness and suggest a self-control inoculation against increased depression when normals are exposed to conditions of learned helplessness. Effects of the learned-helplessness experience are related to the self-control model of depression.

A Threat in the Classroom

2012 ◽  
Vol 220 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Sarah Neuburger ◽  
Petra Jansen ◽  
Martin Heil ◽  
Claudia Quaiser-Pohl
Keyword(s):  
Gender Difference ◽  
Mental Rotation ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Significant Interaction ◽  
Fourth Graders ◽  
Gender Effect ◽  
Stereotype Lift ◽  
Males And Females ◽  
And Gender

Females’ performance in a gender-stereotyped domain is impaired when negative gender stereotypes are activated (Nguyen & Ryan, 2008). “Stereotype threat” affects the gender difference in adults’ mental-rotation performance (e.g., Moè & Pazzaglia, 2006). Our study investigated this effect in fourth graders. Two hundred sixteen males and females solved two mental-rotation tests. In between, a gender-difference instruction was given (“boys better,” “girls better,” “no gender difference”). A significant interaction of time and gender was found in the “girls better”-condition and in the “no gender difference”-condition: As expected, the male performance advantage disappeared after these two instructions, because girls improved and boys deteriorated. Thus, the study suggests that the gender effect in mental rotation is affected by stereotype threat and stereotype lift from the very beginning of its occurrence. Results are discussed within a biopsychosocial framework and seem to play an important role with regard to the “hidden curriculum” in schools.

Succeeding in the Face of Stereotype Threat

2012 ◽  
Vol 39 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Jordan B. Leitner ◽  
James M. Jones ◽  
Eric Hehman
Keyword(s):  
Stereotype Threat ◽  
Positive Feedback ◽  
Self Esteem ◽  
Positive Outcomes ◽  
Test Results ◽  
Performance Study ◽  
Positive Performance ◽  
The Face ◽  
And Performance ◽  
Math Test

Two experiments examined Engagement Regulation, the systematic increase or decrease of self-esteem engagement in a domain following positive or negative outcomes, respectively. We hypothesized that, under threat, more positive outcomes increase engagement, and greater engagement augments the influence of subsequent outcomes on self-esteem and performance. Female participants completed an initial math test, received bogus feedback, and then completed a second test. Results indicated that more positive feedback evoked greater engagement and that this relationship was strongest under stereotype threat (Study 1). Under stereotype threat, engagement interacted with subsequent feedback, such that greater engagement to positive feedback increased performance, but greater engagement to negative feedback decreased self-esteem and performance (Study 2). Together, these findings suggest that Engagement Regulation facilitates self-esteem maintenance and positive performance under stereotype threat.

The Effects of Assigned and Self-Set Goals on Task Performance

1994 ◽  
Vol 16 (3) ◽  
pp. 258-269 ◽  
Author(s):  
B. Ann Boyce ◽  
Valerie K. Wayda
Keyword(s):  
Task Performance ◽  
Goal Setting ◽  
Repeated Measures ◽  
Significant Interaction ◽  
The Self ◽  
Control Group ◽  
Goal Condition ◽  
Motivation Level ◽  
And Performance ◽  
And Control

This study investigated the effect of three goal-setting conditions (self-set, assigned, and control) and two levels of self-motivation (medium and high) on the performance of females participating in 12 university weight training classes (N = 252). The subjects' levels of self-motivation were assessed via Dishman, Ickes, and Morgan's (1980) Self-Motivation Inventory (SMI). The baseline and performance trials were analyzed in a 3 × 2 × 10 (Goal Condition × Motivation Level × Trial) ANCOVA design, with repeated measures on the last factor and baseline as the covariate. A significant interaction of goal-setting groups and trials was found. Planned comparisons indicated that the assigned goal group was statistically superior to the control and to the self-set groups from Trial 3 through retention. In addition, the two goal-setting groups were statistically superior to the control group at the seventh through retention trials. The subjects' SMI levels were not found to moderate the effect of goal setting on performance.

Self-Esteem, Source of Influence, and Orientation toward Freedom and Solidarity

1994 ◽  
Vol 75 (2) ◽  
pp. 827-832
Author(s):  
Serge Madhere
Keyword(s):  
Undergraduate Students ◽  
Social Desirability ◽  
Peer Influence ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
The Other ◽  
Analysis Of Covariance ◽  
Main Effect ◽  
The Difference

With 98 undergraduate students the effects of four factors on orientation toward freedom and solidarity were examined. The four factors were self-esteem, source of influence, age, and social desirability. An analysis of covariance controlling for the effects of social desirability and age yielded a significant main effect only for the self-esteem factor. Subjects with high self-esteem scores rated freedom and solidarity higher than did those with lower self-esteem scores. The other factor contributed to a significant interaction. The difference due to self-esteem was salient among people who attributed their values to parental rather than peer influence.

scholarly journals Can Self-Esteem Help Teens Resist Unhealthy Influence of Materialistic Goals Promoted By Role Models?

2022 ◽  
Vol 12 ◽  
Author(s):  
Anna Maria Zawadzka ◽  
Judyta Borchet ◽  
Magdalena Iwanowska ◽  
Aleksandra Lewandowska-Walter
Keyword(s):  
Psychological Health ◽  
Role Models ◽  
Social Role ◽  
Self Esteem ◽  
The Self ◽  
Significant Interaction Effect ◽  
Social Modeling ◽  
The Social ◽  
The Relationship

The aim of the study was to examine the role of self-esteem in resisting the influence of materialistic goals of four social role models (mother, father, peers, and media) in adolescents (aged 13–16). Previous studies showed a negative correlation between the psychological health of teens and striving for materialistic goals, one of the main sources is the social modeling of materialism. Two studies were carried out. The first, correlational study, was conducted on target teens and their mothers, fathers, and peers of their choice. It examined if self-esteem is a moderator of the relationship between the materialism of social role models (mothers, fathers, peers, and media) and the materialism of teens. The second, experimental study, was conducted on target teens only. It examined how boosting the self-esteem of teens and activating materialism of social role models (mothers, fathers, peers, and media) may affect the materialism of teens. Study 1 showed a significant interaction effect of self-esteem and the materialism of peers on the materialism of teens. The interaction effects of self-esteem and other role models (parents and media) were not significant. Study 2 showed that elevated self-esteem lowered the influence of the materialism of peers on the materialism of teens. The results were not significant when other role models (parents and media) were analyzed. The results obtained in the presented studies indicate that the self-esteem of teens may have an important role in resisting the influence of materialism role models of peers. Practical implications of the studies for the psychological health of teens are also discussed.

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