No pain no gain? Social demographic correlates and identity consequences of interpreting experienced difficulty as importance

Aelenei, Cristina; Lewis, Neil A.; Oyserman, Daphna

doi:10.1016/j.cedpsych.2016.08.004

Cited by 45 publications

(58 citation statements)

References 49 publications

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“…It is important for researchers and funding bodies to know whether it is worth the effort and resources to continue studying this phenomenon or if it is time to move on to other things. It is also important for practitioners to know whether devoting resources to developing and implementing stereotype threat interventions is likely to materialize and actually help to reduce the very disparities that initially inspired research on stereotype threat, disparities that, after all, continue to persist today (Aelenei, et al, 2017;Lewis & Yates, 2019;. Table 3.…”

Section: Discussionmentioning

confidence: 99%

Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

Lewis¹,

Michalak²

2019

Preprint

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Stereotype threat – the social psychological threat that arises when one is in a situation or doing something for which a negative stereotype about one’s group applies (Steele, 1997) – has been broadly studied throughout the social sciences over the past two decades (for reviews, see Lewis & Sekaquaptewa, 2016; Steele, 2010). It is a theory that is purported to explain variance in disparities between those who are negatively stereotyped in certain domains (e.g. racial-ethnic minorities in academics, women in mathematics) and those who are not (e.g. White men in academics; Steele, 2010). Studies on stereotype threat have been conducted hundreds of times, and have yielded mixed findings. Early studies tended to yield positive findings (for meta-analytic review, see Nguyen & Ryan, 2008) whereas more recent reanalysis (Zigerell, 2017) and replication attempts (e.g., Finnigan & Corker, 2016) have failed to replicate findings. These conflicting accounts call into question the robustness of the paradigm, and raise two possibilities in our minds: either the strength of the evidence was weak to begin with, or something has changed over time to reduce the likelihood of finding stereotype threat effects. We test these possibilities in a pre-registered cross-temporal meta-analysis using multiple meta-analytic techniques.

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Section: Discussionmentioning

confidence: 99%

Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

Lewis¹,

Michalak²

2019

Preprint

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“…This in turn promotes more situational (less abstract and large scale) reasoning (Fiske, Dupree, Nicolas, & Swencionis, 2016). Lower status is also linked with a greater likelihood of regarding task difficulty as implying lower importance of the task a finding that is more acute among minorities (Aelenei, Lewis, & Oyserman, 2016). These factors undermine or reduce students possible identities for the future, limit their perceptions that their choices and efforts matter, and inhibit their pursuit of strategies for success (Bi & Oyserman, 2015).…”

Section: Identity-based Motivationmentioning

confidence: 99%

A Social Identity Model for Education

Abrams¹,

Houston²,

Masser³

et al. 2018

The Oxford Handbook of Group and Organizational Learning

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Much of the research on individual attainment in educational settings has focused on individual differences. This chapter sets out the role of groups and group processes. After reviewing evidence for the role of social comparison in the classroom, and theory and research on ethnic group differences, we consider the impact of category memberships, stereotypes, and threat on educational performance. We introduce social identity theory and explain its relevance to educational outcomes. We then offer an integrative social identity model for education (SIME) that incorporates three elements of education research: social comparison, stereotypes, and identity. The model provides a more comprehensive perspective on the role of intergroup and intragroup relations and indicates how (and which) group memberships can present barriers to, or reveal new horizons for, performance and achievement. We describe how these elements may work together in practice and conclude by considering prospects and approaches for future research.

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“…The significance of the research topic is determined by the increase in the number and severity of environmental, technogenic and social emergencies, aggressiveness of the information environment, dehumanization, increased violence in the educational environment (Aelenei, Lewis, & Oyserman, 2017;Berzonsky & Papini, 2014;Ungar et al, 2008), intensification of the educational process, and pedagogical techniques that trigger stress in schoolchildren (Bong, Hwang, Noh, & Kim, 2014;Dolgova, Kutepova, Kryzhanovskaya, Bolshakova, & Tulkibaeva, 2018;Wentzel, Russell, & Baker, 2016). All the reasons stated above account for the development of such personal traits in adolescents that support their resilience in the world.…”

Section: Introductionmentioning

confidence: 99%

Study Of Hardiness In Adolescents And Its Interrelation With Coping Behaviour

Dolgova¹

2019

The European Proceedings of Social and Behavioural Sciences

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The nature of interrelation between hardiness and coping behaviour in adolescents is reflected in the fact that hardiness determines inner devaluation when assessing a stressful situation, making it seem less conflictual, psychotraumatic, dangerous or frustrating, and convinces in self-reliance in coping with difficulties. We used a theoretical approach of analysing phenomenology, pattern of coping strategies in adolescents. Empirical approaches included such psychodiagnostic techniques as the Hardiness Survey developed by A. Maddi adapted by Leontyev, the Ways of Coping Questionnaire by Lazarus, and the Coping Behaviour Questionnaire by Barlas; descriptive statistics methods; Spearman's correlation analysis; SPSS 19.0 for WINDOWS. The study showed that a higher degree of hardiness in adolescents indicates a higher development of the capability to acknowledge own responsibility for an issue, admit own mistakes and analyse them to prevent their recurrence, determination to maintain composure and self-control in a difficult situation, the capability to disguise own condition and control own feelings and actions, to make calculated and issueoriented efforts to change the situation including performing analysis of the situation and considering different ways of dealing with the issue, to develop and follow a plan to address the problem and to change the activity only in case of continuous failure. The conducted analysis documented statistically significant correlation between the studied factors. It demonstrated that hardiness is a crucial part of structural and dynamic organization of coping behaviour in adolescents.

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No pain no gain? Social demographic correlates and identity consequences of interpreting experienced difficulty as importance

Cited by 45 publications

References 49 publications

Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

A Social Identity Model for Education

Study Of Hardiness In Adolescents And Its Interrelation With Coping Behaviour

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