Experimental stereotype threat effects in SLD samples are heterogeneous (Hedges's g 0.06–1.16), with effects more robust for motivation-related psychological outcomes than for cognitive or academic performance outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across six experimental studies (270 participants, eight effect sizes), all effect sizes favored the low-threat condition, but four of eight were non-significant; the largest effects were on academic self-efficacy (g = 1.16) and academic persistence (g = 1.05). → Haft Stephanie L. 2023

Evidence¶

Haft Stephanie L. 2023¶

Haft Stephanie L., Greiner de Magalhães Caroline, Hoeft Fumiko. (2023). A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities. Journal of Learning Disabilities. https://doi.org/10.1177/00222194221087383

q2 · i? · quant-synthesis · r1

Review synthesis of six experimental stereotype-threat studies with SLD samples (270 participants). The review reports effect sizes ranging 0.06–1.16, four of eight non-significant, and that the largest effects appeared on "outcomes that were more psychological in nature" while cognitive/academic performance outcomes showed smaller or nonexistent effects.

"The studies in the present review reporting the largest effect sizes examined outcomes that were more psychological in nature, such as academic self-efficacy (d = 1.16; Jodrell, 2010) and academic persistence (d = 1.05; F. Zhao et al., 2019). Studies examining more cognitive or academic performance-based outcomes reported significantly smaller or nonexistent stereotype threat effects."

Discussion¶

Related Claims¶

• Associations between SLD stigma and academic performance are small, based on very few studies, and less robust than stigma's associations with psychological outcomes — related
• SLD stigma effects on psychological adjustment appear in middle childhood as well as adolescence, and no discernible age pattern emerged across the reviewed studies — related
• Greater SLD stigma is generally associated with less optimal psychological adjustment (anxiety, depression, coping, self-efficacy, quality of life), though most associations could not be meta-analytically pooled — a broader claim this one bears on
• Greater SLD stigma is associated with lower self-esteem, with a pooled medium-sized correlation (r = −.39) across nine effect sizes from six studies — 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
• Making socioeconomic identity salient or presenting a test as diagnostic of intelligence leads low-SES students to perform significantly worse and report lower self-confidence than low-SES participants in non-threatening conditions — related
• Brilliance cues reduce stigmatized students' interest and intrinsic motivation, with effects emerging by age 6–7 and persisting into adulthood — related
• Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement — related