The Interplay among Stereotypes, Performance-Avoidance Goals, and Women's Math Performance Expectations |
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Authors: | Jessi L Smith |
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Institution: | (1) Department of Psychology, The Ohio State University, 1179 University Drive, Newark, Ohio, 43055 |
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Abstract: | This project was designed to examine whether and how achievement goals contribute to the effect of gender stereotypes on women's
low expectancies for success on math tasks. Study 1 confirmed predictions from the Stereotyped Task Engagement Process (STEP)
model (Smith, 2004) by demonstrating that, compared to a counter-stereotype situation, women reminded of the gender-stereotype
endorsed performance-avoidance goals. Study 2 tested whether performance-goal adoption differed between men and women. Results
showed that, compared to men, women in a stereotype salient math situation were more likely to endorse performance-avoidance
achievement goals. This performance-avoidance goal adoption in turn, accounted for the negative relationship between participants'
gender and performance expectations for a standardized math test. |
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Keywords: | achievement goals gender differences mathematics performance expectations stereotype threat |
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