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Yang Y, Li G, Su Z, Yuan Y. Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement. Front Psychol 2021; 12:651608. [PMID: 34603116 PMCID: PMC8485094 DOI: 10.3389/fpsyg.2021.651608] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 07/28/2021] [Indexed: 01/22/2023] Open
Abstract
Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3-5 and 7-8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.
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Affiliation(s)
- Yanfei Yang
- Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
| | - Guangzheng Li
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Zhanguo Su
- Faculty of Physical Education, HuaiNan Normal University, Huainan, China
| | - Yuan Yuan
- School of Teacher Education, Heze University, Heze, China
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2
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Dynamique des processus de développement de carrière en contexte contre-stéréotypique : modélisation de la réussite des femmes militaires aux formations professionnelles. PSYCHOLOGIE FRANCAISE 2019. [DOI: 10.1016/j.psfr.2018.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Adams-Quackenbush NM, Horselenberg R, Hubert J, Vrij A, van Koppen P. Interview expectancies: awareness of potential biases influences behaviour in interviewees. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2019; 26:150-166. [PMID: 31984070 PMCID: PMC6762119 DOI: 10.1080/13218719.2018.1485522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/07/2017] [Accepted: 05/27/2018] [Indexed: 06/10/2023]
Abstract
Expectancy effects are known to influence behaviour so that what is expected appears to be true. In this study, expectancy was induced using (fabricated) information about honesty and specific group membership. Targets were tested in a non-accusatory interview environment using neutral and information-gathering questions. It was hypothesized that those exposed to the negative information (the expectancy) would demonstrate behaviour consistent with an increased cognitive load, and evidence was found to support this prediction. Due to the investigative nature of the information-gathering questions, it was also expected that the targets exposed to the expectancy would exhibit more of these behaviours in the investigative portion of the interview. Some behaviour was found to support this prediction (i.e. shorter responses and increased speech disturbances); however, indicators of performance altering load were not observed during this phase of the interview. These findings support the hypothesis that expectancy effects can noticeably alter interviewee behaviour.
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Affiliation(s)
- Nicole M. Adams-Quackenbush
- Department of Criminal Law & Criminology, Maastricht University, Maastricht, Netherlands
- Department of Psychology, University of Portsmouth, Portsmouth, United Kingdom
| | - Robert Horselenberg
- Department of Criminal Law & Criminology, Maastricht University, Maastricht, Netherlands
| | - Josephine Hubert
- Department of Clinical Psychological Science, Maastricht University, Maastricht, Netherlands
| | - Aldert Vrij
- Department of Psychology, University of Portsmouth, Portsmouth, United Kingdom
| | - Peter van Koppen
- Department of Criminal Law & Criminology, VU University Amsterdam, Amsterdam, Netherlands
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Edwards OW, McKinzie Bennett C, Johnson B. School Consultation to Counter Stereotype Threat. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1482218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Kaye LK, Pennington CR, McCann JJ. Do casual gaming environments evoke stereotype threat? Examining the effects of explicit priming and avatar gender. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2017.09.031] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Thoman DB, Sansone C. Gender bias triggers diverging science interests between women and men: The role of activity interest appraisals. MOTIVATION AND EMOTION 2016. [DOI: 10.1007/s11031-016-9550-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Prati F, Crisp RJ, Pratto F, Rubini M. Encouraging majority support for immigrant access to health services: Multiple categorization and social identity complexity as antecedents of health equality. GROUP PROCESSES & INTERGROUP RELATIONS 2016. [DOI: 10.1177/1368430216629814] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Health disparities between groups remain even after accounting for established causes such as structural and economic factors. The present research tested, for the first time, whether multiple social categorization processes can explain enhanced support for immigrant health (measured by respondents’ behavioral intention to support immigrants’ vaccination against A H1N1 disease by cutting regional public funds). Moreover, the mediating role of individualization and the moderating role of social identity complexity were tested. Findings showed that multiple versus single categorization of immigrants lead to support their right to health and confirmed the moderated mediation hypothesis. The potential in developing this sort of social cognitive intervention to address health disparities is discussed.
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Pennington CR, Heim D, Levy AR, Larkin DT. Twenty Years of Stereotype Threat Research: A Review of Psychological Mediators. PLoS One 2016; 11:e0146487. [PMID: 26752551 PMCID: PMC4713435 DOI: 10.1371/journal.pone.0146487] [Citation(s) in RCA: 84] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2015] [Accepted: 12/17/2015] [Indexed: 11/18/2022] Open
Abstract
This systematic literature review appraises critically the mediating variables of stereotype threat. A bibliographic search was conducted across electronic databases between 1995 and 2015. The search identified 45 experiments from 38 articles and 17 unique proposed mediators that were categorized into affective/subjective (n = 6), cognitive (n = 7) and motivational mechanisms (n = 4). Empirical support was accrued for mediators such as anxiety, negative thinking, and mind-wandering, which are suggested to co-opt working memory resources under stereotype threat. Other research points to the assertion that stereotype threatened individuals may be motivated to disconfirm negative stereotypes, which can have a paradoxical effect of hampering performance. However, stereotype threat appears to affect diverse social groups in different ways, with no one mediator providing unequivocal empirical support. Underpinned by the multi-threat framework, the discussion postulates that different forms of stereotype threat may be mediated by distinct mechanisms.
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Affiliation(s)
- Charlotte R. Pennington
- Department of Psychology, Edge Hill University, Ormskirk, Lancashire, England, United Kingdom
| | - Derek Heim
- Department of Psychology, Edge Hill University, Ormskirk, Lancashire, England, United Kingdom
| | - Andrew R. Levy
- Department of Psychology, Edge Hill University, Ormskirk, Lancashire, England, United Kingdom
| | - Derek T. Larkin
- Department of Psychology, Edge Hill University, Ormskirk, Lancashire, England, United Kingdom
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Affiliation(s)
- Steven J. Spencer
- Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada, N2L 3G1;
| | - Christine Logel
- Renison University College, University of Waterloo, Waterloo, Ontario, Canada, N2L 3G1;
| | - Paul G. Davies
- Department of Psychology, University of British Columbia, Kelowna, British Columbia, Canada, V1V 1V7;
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Leveling up on stereotype threat: The role of avatar customization and avatar embodiment. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2015.04.010] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Abstract
Stereotype threat has been one of the most studied topics in social psychology in recent years. This research shows that subtle reminders of stereotypes about one’s social category hurt task performance—an effect replicated across several stereotypes and performance domains. Despite extensive research on individual performance, it is unknown how stereotype threat affects group performance. A question of theoretical and practical importance is whether people who face a common stereotype can overcome it by working together. To answer this question, an experiment was conducted comparing the performance of individual women and groups of women on a math/logic problem when faced with a stereotype threat. Results indicated that when facing a stereotype threat, groups outperformed the best individuals and performed just as well as non-threatened groups. This effect was due to threatened groups avoiding problem-solving errors. The implications for understanding group versus individual performance when facing stereotype threats are discussed.
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Abstract
According to stereotype threat theory, negative stereotypes impair performance and can lead to reduced motivation. In the present study, we examined whether the female-mathematics stereotype not only impairs women’s performance but also buffers their self-esteem from negative feedback and reduces their motivation to improve. Before completing a mathematics test, 80 (54 female) participants were informed either that men outperform women on the test (stereotype threat condition) or that men and women perform equally well (no-stereotype condition). Following the test, participants received positive or negative feedback prior to rating their self-esteem. Finally, participants were invited to attend free mathematics tutorials and asked to indicate their likelihood of attending. Women under stereotype threat performed worse and were less motivated than non-stereotyped women to attend mathematics tutorials after receiving negative feedback. Furthermore, although men’s self-esteem was higher if they received positive rather than negative feedback, feedback valence had no effect on women’s self-esteem. These results suggest that the effect of stereotype threat on women’s mathematical performance is potentially compounded by its capacity to reduce motivation to improve. Practical implications are discussed, with a particular focus on the need for interventions that produce an identity-safe environment, foster an incremental view of mathematical ability, and provide information about successful role models.
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Affiliation(s)
| | - Kay Bussey
- Psychology Department, Macquarie University, Sydney, Australia
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13
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Quinn KA, Rosenthal HE. Categorizing others and the self: How social memory structures guide social perception and behavior. LEARNING AND MOTIVATION 2012. [DOI: 10.1016/j.lmot.2012.05.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Crisp RJ, Husnu S, Meleady R, Stathi S, Turner RN. From imagery to intention: A dual route model of imagined contact effects. EUROPEAN REVIEW OF SOCIAL PSYCHOLOGY 2010. [DOI: 10.1080/10463283.2010.543312] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Gaillard M, Desmette D. (In)validating Stereotypes About Older Workers Influences Their Intentions to Retire Early and to Learn and Develop. BASIC AND APPLIED SOCIAL PSYCHOLOGY 2010. [DOI: 10.1080/01973530903435763] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Interactive effects of sex hormones and gender stereotypes on cognitive sex differences--a psychobiosocial approach. Psychoneuroendocrinology 2009; 34:389-401. [PMID: 18992993 DOI: 10.1016/j.psyneuen.2008.09.019] [Citation(s) in RCA: 91] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/20/2008] [Revised: 09/25/2008] [Accepted: 09/26/2008] [Indexed: 11/24/2022]
Abstract
Biological and social factors have been shown to affect cognitive sex differences. For example, several studies have found that sex hormones have activating effects on sex-sensitive tasks. On the other hand, it has been shown that gender stereotypes can influence the cognitive performance of (gender-) stereotyped individuals. However, few studies have investigated the combined effects of both factors. The present study investigated the interaction between sex hormones and gender stereotypes within a psychobiosocial approach. One hundred and fourteen participants (59 women) performed a battery of sex-sensitive cognitive tasks, including mental rotation, verbal fluency, and perceptual speed. Saliva samples were taken immediately after cognitive testing. Levels of testosterone (T) were analysed using chemiluminescence immunoassay (LIA). To activate gender stereotypes, a questionnaire was applied to the experimental group that referred to the cognitive tasks used. The control group received an identical questionnaire but with a gender-neutral content. As expected, significant sex differences favouring males and females appeared for mental rotation and verbal fluency tasks, respectively. The results revealed no sex difference in perceptual speed. The male superiority in the Revised Vandenberg and Kuse Mental Rotations Tests (MRT-3D) was mainly driven by the stereotype-active group. No significant sex difference in MRT-3D appeared in the control group. The MRT-3D was also the task in which a strong gender-stereotype favouring males was present for both males and females. Interestingly, T levels of the stereotype-activated group were 60% higher than that of male controls. The results suggest that sex hormones mediate the effects of gender stereotypes on specific cognitive abilities.
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Crisp RJ, Abrams D. Improving intergroup attitudes and reducing stereotype threat: An integrated contact model. EUROPEAN REVIEW OF SOCIAL PSYCHOLOGY 2008. [DOI: 10.1080/10463280802547171] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Dominic Abrams
- a Centre for the Study of Group Processes, University of Kent
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Choking under pressure: When an additional positive stereotype affects performance for domain identified male mathematics students. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2007. [DOI: 10.1007/bf03173429] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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