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- W1975240721 abstract "This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the test provided the hypothetical employer diagnostic information about their reasoning abilities and limitations; they were also asked to report their racial status prior to taking the test. Significant race differences favoring Whites were found for mathematical and logical performance, holding ability constant. A metacognitive strategy, regulation of cognition, partially mediated race effects on mathematical and verbal performance. Contrary to previous findings, no traditional significant ST effects were found; however, a 3-way interaction revealed that proficiency in test-taking strategies mitigated the Black-White mathematical score gap to a greater extent for those in the ST condition." @default.
- W1975240721 created "2016-06-24" @default.
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- W1975240721 date "2003-07-01" @default.
- W1975240721 modified "2023-10-16" @default.
- W1975240721 title "Relating Test-Taking Attitudes and Skills and Stereotype Threat Effects to the Racial Gap in Cognitive Ability Test Performance" @default.
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- W1975240721 doi "https://doi.org/10.1207/s15327043hup1603_5" @default.
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