Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat

Good, Catherine; Aronson, Joshua; Inzlicht, Michael

doi:10.1016/j.appdev.2003.09.002

Cited by 839 publications

(788 citation statements)

References 23 publications

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“…Previous studies have shown that growth mindset can be taught. Reading a short article about the malleability of intelligence can have short-term effects on learning, 9,19 and a continuous intervention about growth mindsets was found to have longitudinal effects on academic performance. 18 Education practitioners could identify and teach fixed mindset individuals to treat serious game-based learning with a growth mindset, which may improve their learning experience.…”

Section: Discussionmentioning

confidence: 99%

Gaming Mindsets: Implicit Theories in Serious Game Learning

Lee

Heeter

Magerko

et al. 2012

Cyberpsychology, Behavior, and Social Networking

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Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games.

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Section: Discussionmentioning

confidence: 99%

Gaming Mindsets: Implicit Theories in Serious Game Learning

Lee

Heeter

Magerko

et al. 2012

Cyberpsychology, Behavior, and Social Networking

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“…Study participants are asked to imagine a series of interpersonal scenarios relating to their socioeconomic status or social class background. The scenarios themselves were generated from reviews of class-based rejection experiences as described in the literature and popular media (e.g., Alvarez & Kolker, 2001;Kaufman, 2001;Langhout et al, 2009;Snibbe & Markus, 2005), as well as through laboratory meeting discussions (see Goldman-Flythe, 2013). Pilot testing revealed six scenarios capturing a range of contexts in which class-based rejection might occur; we chose six scenarios to parallel the length of the other RS questionnaires used in this research.…”

Section: Main Predictorsmentioning

confidence: 99%

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Rheinschmidt¹,

Mendoza‐Denton²

2014

Journal of Personality and Social Psychology

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Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed.

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“…The authors found no effects that met their standard for both statistical and practical significance, although the practical implications of their results remain controversial (Danaher and Crandall, in press; Stricker and Ward, in press). Good, Aronson, and Inzlicht (2003) demonstrated that instructional interventions designed to reduce stereotype threat impacted performance on a state accountability test. It is uncertain whether this test should be considered as closer to a low-stakes laboratory experiment or a high-stakes test.…”

Section: Introductionmentioning

confidence: 99%

STEREOTYPE THREAT SPILLOVER AND SAT^® SCORES

Walker

Bridgeman²

2008

ETS Research Report Series

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A recent study by Beilock, Rydell, and McConnell (2007) suggested that stereotype threat experienced in one domain (e.g., math) triggered by knowledge of a negative stereotype about a social group in that particular domain can spill over into subsequent tasks in totally unrelated domains (e.g., reading). The authors suggested that these findings might have implications for how the ordering of sections on standardized tests such as the SAT® or GRE could affect examinee performance. To test the authors' assertions, this study used data from a recent SAT administration in which either a reading, a math, or a writing section preceded a reading section. Performance on the subsequent reading section of members of a stereotype threatened group (i.e., women) who took the math section first was compared to performance of those who took the reading or writing section first. Results were inconsistent with the stereotype threat spillover hypothesis and serve to justify the warning of Cullen, Hardison, and Sackett (2004) to exercise caution in generalizing lab findings on stereotype threat to operational testing situations.

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Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat

Cited by 839 publications

References 23 publications

Gaming Mindsets: Implicit Theories in Serious Game Learning

Gaming Mindsets: Implicit Theories in Serious Game Learning

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

STEREOTYPE THREAT SPILLOVER AND SAT^® SCORES

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Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat

Cited by 839 publications

References 23 publications

Gaming Mindsets: Implicit Theories in Serious Game Learning

Gaming Mindsets: Implicit Theories in Serious Game Learning

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

STEREOTYPE THREAT SPILLOVER AND SAT® SCORES

Contact Info

Product

Resources

About

STEREOTYPE THREAT SPILLOVER AND SAT^® SCORES