FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W19929548> ?p ?o ?g. }

• W19929548 endingPage "684" @default.
• W19929548 startingPage "679" @default.
• W19929548 abstract "Past research suggests that awareness of negative stereotypes about the intellectual inferiority of one's can undermine performance on academic tasks, especially among subjects who are strongly identified with the academic domain or highly invested in the academic task. This study included 72 students (n = 42 women, n = 30 men) and examined the effects of on test scores of students. It was hypothesized that students exposed to stereotypes predicting underperformance on the Psychology Major Test for their genders would score lower than students not exposed to these negative stereotypes. A 2 (gender) X 2 (stereotype condition) analysis of variance yielded significant interaction effects indicating that men in conditions outscored men in non-stereotype conditions. Given that most students experienced low domain identification with males being the least domain identified, the negative effects of were not observed. ********** When academic achievement has been measured by high-stakes standardized tests, factors including grade point average, class rank, test preparation, test-taking strategies and academic preparedness have been discussed as possible predictors of individual performance on these tests. The issue of test bias has also been discussed as a possible predictor of differential group performance on standardized test scores, especially in instances where background characteristics have been controlled for and group differences in scores have persisted along racial and gender lines (Suzuki, Ponterotto, & Meller, 2000). Further insight into the persistence of group differences in standardized test performance can be gained from a review of studies. These studies have investigated predictors of underperformance for stigmatized groups and found that testing situations, by becoming more anxiety provoking for certain students based on their race, class, and gender, could impede performance (Aronson & Salinas, 1997; Steele, 1997; Aronson, Lustina, Good, Keough, Brown, & Steele, 1999; Inzlicht & Ben-Zeev, 2000; Leyens, Desert, Croizet, and Darcis, 2000; Gonzales, Blanton, & Williams, 2002) Stereotypes can be positive, negative, or neutral beliefs about people based on their group membership and when related to academic achievement, these stereotypes often categorize European-Americans and Asian-Americans as more achievement oriented as compared to African-Americans (Nieman, Jennings, Rozelle, Baxter, Sullivan, 1994), high SES students as more academically advanced as compared to low SES students (Croizet & Claire, 1998), and men as more skilled in math as compared to women (Shih, Pittinsky, & Ambady, 1999). According to Steele and Aronson (1995) negative stereotypes about one's in-group could produce a type of stereotype threat whereby one may feel pressure not to conform to given stereotypes, with this pressure then being seen to impede one's performance on certain tasks. Furthermore, Marx, Brown, and Steele (1999) suggest that could especially influence academic outcomes for groups of people who are strongly identified with an academic domain (concerned about performing well in a given content area) and negatively stereotyped in the same academic domain. The mix of these two conditions are expected to produce significant anxiety during the context of an academic performance that shifts attention away from the task. PURPOSE OF THIS STUDY This study investigated the effects of on test performance of male and female college students. Specifically, it was hypothesized that students who were exposed to stereotypes predicting underperformance for their genders, would score lower on an achievement test as compared to similar ability peers not exposed to these stereotypes. Stereotype was expected to exert the least influence on the scores of non-majors (less domain identified) and the most influence on the scores of psychology majors (more domain identified). …" @default.
• W19929548 created "2016-06-24" @default.
• W19929548 creator A5005562125 @default.
• W19929548 date "2006-09-01" @default.
• W19929548 modified "2023-09-23" @default.
• W19929548 title "The Effects of Stereotype Threat on Test Performance of Male and Female College Students." @default.
• W19929548 hasPublicationYear "2006" @default.
• W19929548 type Work @default.
• W19929548 sameAs 19929548 @default.
• W19929548 citedByCount "4" @default.
• W19929548 countsByYear W199295482012 @default.
• W19929548 countsByYear W199295482015 @default.
• W19929548 crossrefType "journal-article" @default.
• W19929548 hasAuthorship W19929548A5005562125 @default.
• W19929548 hasConcept C138496976 @default.
• W19929548 hasConcept C145420912 @default.
• W19929548 hasConcept C151730666 @default.
• W19929548 hasConcept C15744967 @default.
• W19929548 hasConcept C168127410 @default.
• W19929548 hasConcept C203151758 @default.
• W19929548 hasConcept C2776845425 @default.
• W19929548 hasConcept C2777267654 @default.
• W19929548 hasConcept C2781206393 @default.
• W19929548 hasConcept C70410870 @default.
• W19929548 hasConcept C77805123 @default.
• W19929548 hasConcept C86803240 @default.
• W19929548 hasConceptScore W19929548C138496976 @default.
• W19929548 hasConceptScore W19929548C145420912 @default.
• W19929548 hasConceptScore W19929548C151730666 @default.
• W19929548 hasConceptScore W19929548C15744967 @default.
• W19929548 hasConceptScore W19929548C168127410 @default.
• W19929548 hasConceptScore W19929548C203151758 @default.
• W19929548 hasConceptScore W19929548C2776845425 @default.
• W19929548 hasConceptScore W19929548C2777267654 @default.
• W19929548 hasConceptScore W19929548C2781206393 @default.
• W19929548 hasConceptScore W19929548C70410870 @default.
• W19929548 hasConceptScore W19929548C77805123 @default.
• W19929548 hasConceptScore W19929548C86803240 @default.
• W19929548 hasIssue "3" @default.
• W19929548 hasLocation W199295481 @default.
• W19929548 hasOpenAccess W19929548 @default.
• W19929548 hasPrimaryLocation W199295481 @default.
• W19929548 hasRelatedWork W1910871420 @default.
• W19929548 hasRelatedWork W1939877192 @default.
• W19929548 hasRelatedWork W1971688829 @default.
• W19929548 hasRelatedWork W2002021389 @default.
• W19929548 hasRelatedWork W2054912198 @default.
• W19929548 hasRelatedWork W2070494643 @default.
• W19929548 hasRelatedWork W2079657491 @default.
• W19929548 hasRelatedWork W2082376760 @default.
• W19929548 hasRelatedWork W2110329598 @default.
• W19929548 hasRelatedWork W2188031590 @default.
• W19929548 hasRelatedWork W222315811 @default.
• W19929548 hasRelatedWork W2303792268 @default.
• W19929548 hasRelatedWork W2315403935 @default.
• W19929548 hasRelatedWork W2341237079 @default.
• W19929548 hasRelatedWork W2378712139 @default.
• W19929548 hasRelatedWork W2514269883 @default.
• W19929548 hasRelatedWork W2617459018 @default.
• W19929548 hasRelatedWork W2883353279 @default.
• W19929548 hasRelatedWork W45780321 @default.
• W19929548 hasRelatedWork W57287763 @default.
• W19929548 hasVolume "40" @default.
• W19929548 isParatext "false" @default.
• W19929548 isRetracted "false" @default.
• W19929548 magId "19929548" @default.
• W19929548 workType "article" @default.