The Interplay among Stereotypes, Performance-Avoidance Goals, and Women's Math Performance Expectations.
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, co...
| Publicado en: | Sex Roles Vol. 54; no. 3/4; pp. 287 - 297 |
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| Formato: | Artículo |
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Springer Science & Business Media B.V.
February 2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507865156&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507865156 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: February 2006 vid: 54 iid: 3/4 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 507865156 10.1007/s11199-006-9345-z ppf: 287 ppct: 10 formats: fmt: @attributes: type: P size: 131KB tig: atl: The Interplay among Stereotypes, Performance-Avoidance Goals, and Women's Math Performance Expectations. aug: au: Smith, Jessi L. su: Mathematical ability Stereotypes Achievement motivation Expectation (Psychology) Gender differences (Psychology) sug: subj: Mathematical ability Stereotypes Achievement motivation Expectation (Psychology) Gender differences (Psychology) ab: 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. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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