Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Mediation by intellectual helplessness was significant only for participants with high gender identity. → 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
Moderated multiple serial mediation models tested whether intellectual helplessness mediates the stereotype threat–achievement link. The article reports "mediation by helplessness [ β =−0.029, SE = 0.013, p < 0.05, CI (−0.054, −0.004)]" as significant.
"mediation by helplessness [ β =−0.029, SE = 0.013, p < 0.05, CI (−0.054, −0.004)]"
Discussion¶
Related Claims¶
- Chronic stereotype threat is negatively associated with mathematical achievement in secondary schoolgirls — related
- Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness — a broader claim this one bears on
- Working memory effectiveness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related
- Sequential mediation through both intellectual helplessness and working memory is not significant — 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
- Negative stereotype salience combined with high ethnic self-identification inhibits academic performance, while positive stereotypes facilitate it — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
intellectual-helplessness-mediation-stereotype-threat |
title |
Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls |
description |
Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bedyńska-s-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.