Stereotype threat: the moderating role of Locus of Control beliefs

Cadinu, Mara; Maass, Anne; Lombardo, Mery; Frigerio, Sara

doi:10.1002/ejsp.303

Cited by 54 publications

(47 citation statements)

References 29 publications

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“…Participants in the positive expectancy condition read 'Women perform better than men on these test items of the driver's license written examination.' This type of manipulation-referring to the fact that the relevant groups (ostensibly) perform differently on the respective test-is an established procedure that has been frequently used by researchers in the field (cf., Aronson et al, 1999;Cadinu, Maass, Frigerio, Impagliazzo, & Latinotti, 2003;Cadinu, Maass, Lombardo, & Frigerio, 2006;Ford, Ferguson, Brooks, & Hagadone, 2004;Gresky, Ten Eyck, Lord, & McIntyre, 2005;Hess, Auman, Colcombe, & Rahhal, 2003;Hess & Hinson, 2006;Keller, 2002;Keller & Dauenheimer, 2003;Leyens et al, 2000;McGlone, Aronson, & Kobrynowicz, 2006;O'Brien & Crandall, 2003;Osborne, 2007;Smith & Johnson, 2006;Smith, Sansone, & White, 2007;Smith & White, 2002;Spencer et al, 1999).…”

Section: Methodsmentioning

confidence: 99%

When positive and negative expectancies disrupt performance: regulatory focus as a catalyst

Keller

Bless

2007

Euro J Social Psych

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The present research investigates the impact of negative and positive stereotypic expectancies on cognitive test performance. A theoretical framework that relates expectancy effects to self-regulatory processes as postulated by Regulatory Focus Theory (RFT) is presented. Building on the differential sensitivity hypothesis proposed in this theoretical model, we argue that when self-regulation in a prevention focus is activated individuals are particularly sensitive with regard to negative cues and therefore negative expectancies are likely to result in poor test performance due to an apprehension about meeting minimal goal standards. Conversely, when self-regulation is guided by a promotion focus individuals are particularly sensitive with regard to positive cues and hence likely to show impaired performance when confronted with positive expectancies due to an apprehension about meeting maximal goal standards. The results of four experiments, relying on both situational and chronic regulatory focus, support these assumptions.

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Section: Methodsmentioning

confidence: 99%

When positive and negative expectancies disrupt performance: regulatory focus as a catalyst

Keller

Bless

2007

Euro J Social Psych

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“…These results also appear to correspond with the mediators that Cadinu et al (2006) suggest mediate the effects of stereotype threat: individual differences, stigma consciousness, and the importance one assigns to the perfonnance of the task. SelfMonitoring (SMM & SME) captures individual differences in managing one's identity.…”

Section: Ihree-dimensional Structure Of Stereotype Threatsupporting

confidence: 63%

Encountering stereotype threat in the workplace : how lesbian, gay, bisexual, and transgender employees meet the challenge of negative stereotyping.

Collins¹

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“…More recently, several studies reveal how combining feelings of control of one's life with other motivational variables such as academic self-efficacy and goal orientation can account for more than 20% of the variance in university students' academic grade point averages (e.g., Cadinu et al, 2006;Richardson et al, 2012). These finding have been replicated in my own work with San Antonio College over 5 years, 20065 years, -20115 years, (McCombs, 20085 years, , 20105 years, , 2011a5 years, ,b, 2012McCombs and Price, 2008) along with lower dropout rates for students in learner-centered compared to non-learnercentered classrooms.…”

Section: How the Field Of Learning Strategies Research Has Evolvedmentioning

confidence: 99%

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

McCombs

2017

Front. Educ.

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This selective historical review summarizes research on learning strategies conducted in the past 50 years and summarizes how the field has evolved. Two goals guide the review: (1) update the literature on the origins of the learning strategies research "movement" and (2) highlight in the supplement the work of one of the early contributors, Claire Ellen Weinstein, whose pioneering work endures up to now. This review fills the gap of other recent reviews by including research on learning strategies began in the 1960s and 1970s that received significant funding from military sources but remained largely hidden in technical reports and hard to find academic documents. The outcomes of this review reveal that the field is thriving, with two major unifying themes. First, there is a focus on metacognition and second, there is a focus on the whole learner and interventions that address cognitive, metacognitive, affective, physical, cultural, and social needs. The research of Dr. Weinstein (who passed June 23, 2016) has framed past and current learning strategies research agendas and includes her development, validation, and implementation of the Learning and Study Strategies Inventory in traditional and online learning contexts. This review and Supplementary Material section's personal stories include many of the early learning strategies research findings, definitions, and interventions that remain in use across the nation and world today. Future research issues and areas needing more focused attention in the years ahead given our increasing complex, digital, and diverse world are summarized in final sections of this review. My purpose in this review is to update the literature on the origins of the learning strategies research "movement. " Reviews over the past 50 years have missed many of the research contributions up to now of those who were part of the military-funded efforts during the late 1960s and early 1970s to enhance training effectiveness and efficiency in traditional and computer-assisted training contexts.Much of this early research ended up in technical reports and products not easily accessible in academic databases such as ERIC. This review is meant to update the field of learning strategies research and show how it has evolved into the many specialties we see today.A secondary purpose is to highlight, in the Supplementary Material, the work of one of these early contributors, Dr. Claire Ellen Weinstein, whose personal and professional friendship endured through our graduate student years until she passed suddenly on June 23, 2016. Readers are asked to understand that the dedicated homage in the Supplementary Material section to Dr. Weinstein is selective given it is a product of my own recollections and potential biases.On the whole, my hope is that it will inspire current and upcoming researchers interested in helping all students succeed as they search for theoretically and empirically grounded educational paradigms that address how students learn needed skills and characteristics in twenty-first c...

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Stereotype threat: the moderating role of Locus of Control beliefs

Cited by 54 publications

References 29 publications

When positive and negative expectancies disrupt performance: regulatory focus as a catalyst

When positive and negative expectancies disrupt performance: regulatory focus as a catalyst

Encountering stereotype threat in the workplace : how lesbian, gay, bisexual, and transgender employees meet the challenge of negative stereotyping.

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

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