Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction of chronic stereotype threat and gender identity significantly predicted working memory and helplessness. → 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

Structural equation modeling with moderated multiple mediation tested interaction paths. The article reports "the interaction of chronic stereotype threat and gender identity ( β =−0.288, p < 0.05)" as a significant predictor of FAWMT, and separately reports the interaction term predicting helplessness (β = 0.267, p < 0.05).

"there was a significant relation between FAWMT and its predictors: helplessness (β =−0.124, p < 0.05), gender identity (β = 0.276, p < 0.05), and the interaction of chronic stereotype threat and gender identity ( β =−0.288, p < 0.05)"

Discussion¶

Related Claims¶

• Chronic stereotype threat is negatively associated with mathematical achievement in secondary schoolgirls — related
• Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — a narrower finding that bears on this claim
• Working memory effectiveness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — a narrower finding that bears on this claim
• Sequential mediation through both intellectual helplessness and working memory is not significant — related
• 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
• The threat-by-gender pattern in reading occurred only among highly-identified students — related
• Stereotype threat in collaborative contexts can interfere with working memory and reduce meaningful contribution — 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