Altering the order of administration of math and verbal tests serves as an ecological intervention that reduces stereotype threat on girls’ math performance.¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Administering math and verbal tests in a manipulated order functions as an ecological intervention that reduces stereotype threat effects on girls’ math performance. → Annique Smeding 2013

Evidence¶

Annique Smeding 2013¶

Annique Smeding, Florence Dumas, Florence Loose, Isabelle Regner. (2013). Order of administration of math and verbal tests: An ecological intervention to reduce stereotype threat on girls’ math performance. Journal of Educational Psychology, 105 (3), pp.850-860. https://doi.org/10.1037/a0032094

q3 · i? · causal · r?

The article’s title, as printed in the Journal of Educational Psychology record, states the study’s intervention and outcome: test-order administration is framed as "An ecological intervention to reduce stereotype threat on girls’ math performance." No effect size is printed in the supplied material.

"Order of administration of math and verbal tests: An ecological intervention to reduce stereotype threat on girls’ math performance."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group
• Stereotype Threat — outcome: instruction changes it

Related Claims¶

• Stereotype threat reverses the gender gap in third-grade reading: boys underperform girls under threat but outperform them under reduced threat — related
• Chronic stereotype threat is negatively associated with mathematical achievement in secondary schoolgirls — related
• Social identity threat impairs math performance via increased intrusive thoughts and working memory load (being-cognition disfluency) — 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
• Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness — related