Stigma awareness is associated with higher academic anxiety and lower intrinsic motivation among elementary-age children¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both lower public regard and lower perception of status were associated with higher academic anxiety. → Gillen-O’Neel 2011 q3 i? Only lower public regard was associated with lower intrinsic motivation. → Gillen-O’Neel 2011 (2)

Evidence¶

Gillen-O’Neel 2011¶

Gillen-O’Neel, C., Ruble, D. N., & Fuligni, A. J. (2011). Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood. Child Development. https://doi.org/10.1111/j.1467-8624.2011.01621.x

q3 · i? · associational · r2

Correlational analyses of stigma awareness measures with academic anxiety (Table 2). The article states "both lower public regard and lower perception of status were associated with higher academic anxiety".

"As shown in Table 2, both lower public regard and lower perception of status were associated with higher academic anxiety. Only lower public regard was associated with lower intrinsic motivation."

Gillen-O’Neel 2011 (2)¶

Gillen-O’Neel, C., Ruble, D. N., & Fuligni, A. J. (2011). Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood. Child Development. https://doi.org/10.1111/j.1467-8624.2011.01621.x

q3 · i? · associational · r2

Same correlational analyses for intrinsic motivation. The article reports "Only lower public regard was associated with lower intrinsic motivation".

"Only lower public regard was associated with lower intrinsic motivation."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Ethnic-minority children report higher intrinsic motivation than European-American children despite higher stigma awareness — related
• Ethnic-minority elementary-age children report higher awareness of ethnicity-based stigma than European-American children — related
• Preliminary evidence of intergenerational transmission of math anxiety: mothers' math anxiety relates to children's lower intrinsic math motivation and stronger attentional bias toward math stimuli — related
• School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes — related
• The association between public regard and intrinsic motivation differs by gender, and between status and motivation differs by ethnicity — related
• Perceived group status mediates the ethnic differences in academic anxiety for African-American, Chinese, and Dominican children but not Russians — related
• Associations between SLD stigma and academic performance are small, based on very few studies, and less robust than stigma's associations with psychological outcomes
• 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 — 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