Academic contingencies of self-worth impair positively- and negatively-stereotyped students’ performance in performance-goal settings

Lawrence, Jason S.; Crocker, Jennifer

doi:10.1016/j.jrp.2009.05.002

Cited by 33 publications

(28 citation statements)

References 59 publications

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“…It is well documented within the stereotype threat literature that domain identification moderates the effect of stereotype threat on performance (e.g., Aronson et al 1999;Cadinu et al 2003) and as such, domain identification is typically used as a participant selection criterion (e.g., Spencer et al 1999), as a predictor variable (e.g., Forbes et al 2008;Lawrence and Crocker 2009;Osborne and Walker 2006), or as a covariate (e.g., Smith and White 2002) to isolate the effects of stereotype threat on other outcomes. Little research exists on the stereotype threat-identification-motivation relationship (see Thoman et al for review).…”

Section: Discussionmentioning

confidence: 99%

Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists

et al. 2015

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The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women's worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women's science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established expectancy-value theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women's science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women's participation in science are discussed.

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Section: Discussionmentioning

confidence: 99%

Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists

et al. 2015

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“…Lawrence and Crocker's (2009) six-item academic contingencies of self-worth measure was used to assess the extent to which participants staked their self-worth on their academic performance (e.g., "I would feel like a loser if I were to receive a poor grade in a class"). Participants' responses to these items on a 7-point scale (1 = strongly disagree to 7 = strongly agree) were averaged, α = .86, M = 4.12, SD = 1.03.…”

Section: Individual Difference Moderatorsmentioning

confidence: 99%

This too shall pass: Temporal distance and the regulation of emotional distress.

Bruehlman-Senecal¹,

Ayduk²

2015

Journal of Personality and Social Psychology

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Professor Ozlem N Ayduk, Chair Does the time perspective people adopt when reflecting on stressful events influence how they respond emotionally to these events? If so, through what cognitive pathway(s) does it have this effect? Part 1 of my dissertation examined these questions in a series of seven studies. Studies 1a, 1b, and 2 tested the hypothesis that adopting a distant-future perspective on recent stressors (relative to a near-future or control perspective) reduces emotional distress, examining four potential mediators of this effect. Study 3 built upon the prior studies by investigating whether their findings apply to a new domain and affect longer-term outcomes. Studies 4-6 centered on a key cognitive mechanism that helped to account for the distress-reducing properties of temporal distancing across our first three studies-impermanence focus. Studies 4 and 5 examined whether individual differences in impermanence focus predicted emotional reactions to negative events in a manner similar to adopting a distant-future perspective. Study 6 manipulated impermanence focus to test whether it affected emotional reactions to stressors in a manner parallel to adopting a distant-future perspective.Part 2 of my dissertation examined boundary conditions of the buffering effects of temporal distancing-exploring conditions under which temporal distancing might amplify rather than reduce emotional distress. However, very few moderators of the link between temporal distancing and reduced distress were found, and those that were identified were weak. Taken together, these studies demonstrate that temporal distancing plays an important role in emotional coping with negative events, and that it does so by directing individuals' attention to the impermanent aspects of these events. Moreover, temporal distancing appears to be a strategy that effectively reduces the distress associated with a wide variety of stressors, for a broad range of individuals.i Acknowledgements

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“…When they thought the test measured problem-solving styles, and was thus non-diagnostic of ability, the students' level of basing self-worth on academics was unrelated to their test performance. Lawrence and Crocker's (2009) findings are particularly interesting because they occurred among both negatively-and positivelystereotyped students; the negatively-stereotyped were female students taking a math test, and the positively-stereotyped students were male students taking a math test and White students taking a verbal test. This finding, however, is inconsistent with stereotype threat and stereotype lift theories, which predict that the negativelystereotyped students would underperform, but that the positivelystereotyped students' performance would be unaffected or boosted (Steele, 1997;Walton & Cohen, 2003).…”

Section: Academic Contingencies Of Self-worthmentioning

confidence: 98%

“…Although achievement motivation research shows that students, in general, tend to underperform in the former compared to the latter settings (Utman, 1997), some theorists propose that students who base their selfworth on academics are especially vulnerable to this performance pattern (Molden & Dweck, 2000). Indeed, Lawrence and Crocker (2009) found that when students thought they were taking a test that measured ability, the more they based their self-worth on academics the worse their test performance. When they thought the test measured problem-solving styles, and was thus non-diagnostic of ability, the students' level of basing self-worth on academics was unrelated to their test performance.…”

Section: Academic Contingencies Of Self-worthmentioning

confidence: 99%

The link between basing self-worth on academics and student performance depends on domain identification and academic setting

Lawrence

Charbonneau

2009

Learning and Individual Differences

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Academic contingencies of self-worth impair positively- and negatively-stereotyped students’ performance in performance-goal settings

Cited by 33 publications

References 59 publications

Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists

Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists

This too shall pass: Temporal distance and the regulation of emotional distress.

The link between basing self-worth on academics and student performance depends on domain identification and academic setting

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