Sequential mediation through both intellectual helplessness and working memory is not significant¶

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? Sequential mediation through both helplessness and working memory was not significant. → 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

The moderated multiple serial mediation model tested a sequential path through both mediators. The article reports "Sequential mediation through both helplessness and working memory was not significant" with the confidence interval including zero.

"Sequential mediation through both helplessness and working memory was not significant ([β =−0.009, SE = 0.005, p = 0.07, CI (−0.020, 0.001)]"

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 — related
• Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related
• Working memory effectiveness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related
• Self-efficacy and motivation partially mediate the negative relationship between thoughtless GenAI use and self-directed learning, including a sequential SE→MOV pathway — related
• The sequential pathway from AI literacy through LMS quality and blended-learning satisfaction to academic performance is significant (β = .263, p < .001) — related
• Serial mediation through work skills then educational motivation is significant but smaller (Ind3: Twork→WSk→EdMot→CThink, β=.004, 95% CI .0010-.0079) — related
• Cheating tendency mediates the effects of procrastination, learned helplessness, and self-efficacy on AI-assisted dishonesty, with indirect effects stronger at higher AI use — related
• Social identity threat impairs math performance via increased intrusive thoughts and working memory load (being-cognition disfluency) — related
• The authors interpret stereotype threat as a partial explanation for the standardized-test achievement gap between low- and high-SES students — related