Working memory effectiveness 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 working memory 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 with 95% confidence intervals tested three mediation paths. The article reports "mediation by FAWMT [ β =−0.136, SE = 0.032, p < 0.001, CI (−0.198,−0.074)]" as significant.
"mediation by FAWMT [ β =−0.136, SE = 0.032, p < 0.001, CI (−0.198,−0.074)]"
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
- Intellectual helplessness 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
- Negative stereotype salience combined with high ethnic self-identification inhibits academic performance, while positive stereotypes facilitate it — related
- The threat-by-gender pattern in reading occurred only among highly-identified students — 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 |
working-memory-mediation-chronic-stereotype-threat |
title |
Working memory effectiveness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls |
description |
Working memory effectiveness 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 |
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