Influences of stereotype threat on the mathematics performance of high school athletes

Hsu, Ya-Wen; Li, Yinru

doi:10.1007/s12144-020-00870-6

Cited by 2 publications

(5 citation statements)

References 39 publications

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“…Studies have suggested that the negative influence of stereotypes on performance is related to self-handicapping. 2,13 In the EX and RS groups, the number of participants selecting the difficult version was lower; these groups also had the highest percentages of participants choosing to not take a test. It is possible that athletes in the EX and RS group experienced stronger negative stereotype threats and chose to reduce their effort or give up an academic work to prevent damage to their selfesteem.…”

Section: Discussionmentioning

confidence: 99%

“…past negative stereotype manipulation 13 and contained a direct statement that most athletes have inferior academic performance because they spend too much time in training and at competitions. The widespread negative stereotype in the social context, that of the "dumb jock," was highlighted in the short text.…”

Section: Explicit Threat (Ex): This Text Was Adapted Frommentioning

confidence: 99%

“…The unfavorable influence of stereotype threats on athletes' academic performance or engagement has been further analyzed in recent studies. 2,[13][14][15] With this understanding of the negative influence of stereotype threats, researchers have begun to investigate how such negative influences can be prevented. A common approach to mitigating the negative stereotypes involves helping individuals build identity safety through role model.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, a selection of scholastic test difficulty was used in the present study as an indicator of academic motivation. 11,13 Relevant literature indicates that stereotype threat may affect motivation before affecting performance. 25 In difficult situations, for example, individuals may reduce their motivation or withdraw the amount of effort they devote to a task to protect their self-worth.…”

Section: Introductionmentioning

confidence: 99%

“…25 In difficult situations, for example, individuals may reduce their motivation or withdraw the amount of effort they devote to a task to protect their self-worth. 10,13,31 Thus, the present study also aimed to determine the varied influence of news reports on athletes' academic motivation.…”

Section: Introductionmentioning

confidence: 99%

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“Are you really proud of me?” Influence of stereotype threats on college athletes’ career thoughts

Hsu

2021

International Journal of Sports Science & Coaching

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Removing the vulnerability of a stereotype threat can weaken the stereotype’s negative influence. However, stereotype threats can be produced simply by reminding individuals of their stigmatized social identity. In this study, a typical explicit stereotype threat was compared with two types of reports on positive role models to determine whether the influence of stereotypes varied according to the type of report. In total, 178 college athletes were recruited and randomly assigned to the explicit threat group (EX group, n = 46), report on a special case group (RS group, n = 42), report on a general topic group (RG group, n = 46), or neutral report group (control, n = 44). The participants first read a short text with manipulated context. They then completed scales assessing career adaptability and optimism and were asked to choose whether to complete a scholastic test with high or low difficulty or not take the test at all. The career adaptability and optimism scores of the control group were higher than those of the RS and EX group. The career optimism scores of the RG group were higher than those of the EX group. Fewer participants opted for the difficult version of the scholastic text in the EX and RS groups; the majority of participants in these groups chose to not take any test. The results indicated the influence of negative stereotype threats and indicated that reading the news report on the special case did not have a positive and encouraging effect on the participants.

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Section: Discussionmentioning

confidence: 99%

Section: Explicit Threat (Ex): This Text Was Adapted Frommentioning

confidence: 99%