Chronic stereotype threat is negatively associated with mathematical achievement in secondary schoolgirls¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Chronic stereotype threat is negatively associated with mathematical achievement measured by school grades. → Bedyńska S 2018

Evidence¶

Bedyńska S 2018¶

Bedyńska S, Krejtz I and Sedek G (2018) Chronic Stereotype Threat Is Associated With Mathematical Achievement on Representative Sample of Secondary Schoolgirls: The Role of Gender Identification, Working Memory, and Intellectual Helplessness. Front. Psychol. 9:428. https://doi.org/10.3389/fpsyg.2018.00428

q3 · i? · associational · r2

Descriptive correlation analysis of the representative sample of secondary schoolgirls. Mathematical achievement was negatively correlated with stereotype threat and intellectual helplessness, and positively correlated with working memory functions. The article reports "mathematical achievement was negatively correlated (p < 0.01) with stereotype threat".

"mathematical achievement was negatively correlated (p < 0.01) with stereotype threat and intellectual helplessness, and positively correlated ( p < 0.01) with all three functional aspects of working memory"

Discussion¶

Related Claims¶

• Working memory effectiveness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related
• Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related
• Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness — related
• Sequential mediation through both intellectual helplessness and working memory is not significant — related
• Stereotype threat in collaborative contexts can interfere with working memory and reduce meaningful contribution — a broader claim this one bears on
• Stereotype threat compromises the test performance of learners whose group is the target of a negative stereotype — a broader claim this one bears on
• Anxiety and toxic stress from stereotypes, bullying, and exclusionary practices impede learning by preoccupying the brain with worry and fear — a broader claim this one bears on
• Negative stereotype salience combined with high ethnic self-identification inhibits academic performance, while positive stereotypes facilitate it — related
• Social identity threat impairs math performance via increased intrusive thoughts and working memory load (being-cognition disfluency) — related
• Altering the order of administration of math and verbal tests serves as an ecological intervention that reduces stereotype threat on girls’ math performance. — related