Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1-35 |
| Journal | Comprehensive Results in Social Psychology |
| DOIs | |
| Publication status | E-pub ahead of print - 2019 |
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The influence of gender stereotype threat on mathematics test scores of Dutch high school students : A registered report. / Flore, Paulette C.; Mulder, Joris; Wicherts, Jelte M.
In: Comprehensive Results in Social Psychology, 2019, p. 1-35.Research output: Contribution to journal › Article › Scientific › peer-review
TY - JOUR
T1 - The influence of gender stereotype threat on mathematics test scores of Dutch high school students
T2 - A registered report
AU - Flore, Paulette C.
AU - Mulder, Joris
AU - Wicherts, Jelte M.
PY - 2019
Y1 - 2019
N2 - The effects of gender stereotype threat on mathematical test performance in the classroom have been extensively studied in several cultural contexts. Theory predicts that stereotype threat lowers girls’ performance on mathematics tests, while leaving boys’ math performance unaffected. We conducted a large-scale stereotype threat experiment in Dutch high schools (N = 2064) to study the generalizability of the effect. In this registered report, we set out to replicate the overall effect among female high school students and to study four core theoretical moderators, namely domain identification, gender identification, math anxiety, and test difficulty. Among the girls, we found neither an overall effect of stereotype threat on math performance, nor any moderated stereotype threat effects. Most variance in math performance was explained by gender, domain identification, and math identification. We discuss several theoretical and statistical explanations for these findings. Our results are limited to the studied population (i.e. Dutch high school students, age 13–14) and the studied domain (mathematics).
AB - The effects of gender stereotype threat on mathematical test performance in the classroom have been extensively studied in several cultural contexts. Theory predicts that stereotype threat lowers girls’ performance on mathematics tests, while leaving boys’ math performance unaffected. We conducted a large-scale stereotype threat experiment in Dutch high schools (N = 2064) to study the generalizability of the effect. In this registered report, we set out to replicate the overall effect among female high school students and to study four core theoretical moderators, namely domain identification, gender identification, math anxiety, and test difficulty. Among the girls, we found neither an overall effect of stereotype threat on math performance, nor any moderated stereotype threat effects. Most variance in math performance was explained by gender, domain identification, and math identification. We discuss several theoretical and statistical explanations for these findings. Our results are limited to the studied population (i.e. Dutch high school students, age 13–14) and the studied domain (mathematics).
UR - https://app-eu.readspeaker.com/cgi-bin/rsent?customerid=10118&lang=en_us&readclass=rs_readArea&url=https%3A%2F%2Fwww.tandfonline.com%2Fdoi%2Ffull%2F10.1080%2F23743603.2018.1559647
U2 - 10.1080/23743603.2018.1559647
DO - 10.1080/23743603.2018.1559647
M3 - Article
SP - 1
EP - 35
JO - Comprehensive Results in Social Psychology
JF - Comprehensive Results in Social Psychology
SN - 2374-3603
ER -