Stereotype threat among students with disabilities: the importance of the evaluative context on their cognitive performance

Desombre, Caroline; Anegmar, Souad; Delelis, Gérald

doi:10.1007/s10212-016-0327-4

Cited by 9 publications

(9 citation statements)

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“…for self-as-target, own-reputation -ingroup-threat, own-reputation -outgroup -threat) and self-as-source ST (i.e., for self-as-target, the self-concept threat). If most studies in ST literature were conducted in public settings (see for examples Desombre et al, 2018;Steele, & Aronson, 1995;Wout et al, 2008;Zhang et al, 2013), the hypothesis that ST can appear in private settings has also received some attention (Inzlicht & Ben-Zeev, 2003;Larkin & Pines, 2011;Sekaquaptewa & Thompson, 2003;Stone, 2002). Steele and Aronson (1995) argued that private self-evaluation, in addition to public situations, can trigger ST (see also Steele, 1997).…”

Section: Different Stereotype Threats and Decrement Of Performancementioning

confidence: 99%

“…The ST has been usually demonstrated for stigmatized groups (e.g., Afro-Americans, unemployed people, homosexuals, see Bosson, Haymovitz, & Pinel, 2004;Bourguignon, Desmette, Yzerbyt, & Herman, 2007;Steele & Aronson, 1995) but also for non-stigmatized groups (e.g., white men in sports, Stone, Lynch, Sjomerling, & Darley, 1999; men regarding their emotional expression, Leyens, Désert, Croizet, & Darcis, 2000; for other examples, see Aronson, Lustina, Good, Keough, & Brown, 1999;Koenig & Eagly, 2005;Pansu et al, 2016). In addition, ST is known to affect one's performance in various domains (e.g., mathematics, intellectual abilities, sports, social task, childcare skills, performance in chess; for examples see Bagès & Martinot, 2011;Bosson et al, 2004;Chalabaev, Sarrazin, Stone, & Cury, 2008;Desombre, Anegmar, & Delelis, 2018;Kray, Thompson, & Galinsky, 2001;Maass, D'Ettole, & Cadinu, 2008;Spencer, Steele, & Quinn, 1999). Further developments in this field proposed a multi-threat framework assuming that there are six different ST that should be considered (see Shapiro, 2011Shapiro, , 2012Shapiro & Neuberg, 2007).…”

Section: Introductionmentioning

confidence: 99%

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The distinct effect of multiple sources of stereotype threat

Desombre

Jury

Bagès³

et al. 2018

The Journal of Social Psychology

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Stereotype threat (ST) refers to the risk of confirming a negative stereotype about one's group. Distinct forms of ST can be elicited based on both the target and the source of the threat. Here, we focused on how peculiar ST sources distinctly impact performance for individuals who face self-based threats. More particularly, we hypothesized that the decrease in performance would be stronger for individuals who face a self-concept threat (triggered by a private self-evaluation) in comparison with those who face an own-reputation threat (triggered by a public evaluation). In two studies, participants were randomly assigned to one of the following experimental conditions: control, self-concept or own-reputation threat. Results confirmed the hypothesis by showing that participants in the control condition perform better than those in the own-reputation threat condition, who performed better than those in the self-concept threat condition. The contributions of this work as well as the limitations are discussed. * This paper has been accepted for publication in The Journal of Social Psychology on the 4th of October 2018. This version is thus a postprint.

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Section: Different Stereotype Threats and Decrement Of Performancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The distinct effect of multiple sources of stereotype threat

Desombre

Jury

Bagès³

et al. 2018

The Journal of Social Psychology

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“…Предметом современных исследований становится анализ особенностей организации совместного обучения в школе [35], его конкретных технологий [36][37][38]. Интерес представляют и работы, посвященные изучению особенностей социального, социальноэмоционального развития самих обучающихся и его влияния на успешность обучения и развития [39][40][41].…”

Section: обзор литературыunclassified

Development of Students’ Social Abilities at Pedagogical Universities

Mazilov

Slepko

2020

IntegrEdu

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Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of the Pedagogical University, enrolled in the academic track “Primary Education”. The total sample size is 104 people, including 1st year students – 24 people, 2nd courses – 21 people, 3rd courses – 31 people, 4th courses – 28 people. The following methods were used as diagnostic methods: methods for studying the properties of attention – “Red-black table”, “Confused lines”; for the study of social abilities, the “Test of Social Intelligence” was used by J. Guildford, M. Sullivan; to study the motivation of educational activity – a methods for studying the motivation of learning at a university by T. I. Ilyina, a methods for diagnosing educational motivation of students by A. A. Rean, V. A. Yakunin. The results of the empirical study were processed using the methods of primary descriptive statistics, the non-parametric comparison criterion Mann-Whitney U test, the rank correlation coefficient r-Spearman’s, and regression analysis; in order to analyze the characteristics of the psychological structure of social abilities, structural analysis methods were used. Results. The results obtained in the study expanded the understanding of the psychological factors in the development of social abilities of students – future teachers in the process of professional teacher education. As a result of the study, the main trends in the development of the individual’s abilities in the process of learning were identified, their role in the development of social abilities of students, the specificity of the relationship between the motivation of educational activity and social intelligence was established, the role of pedagogical practice in the development of social abilities of students was shown. The process of development of social abilities during training at a university can be divided into two stages. During the first stage (1–3 year), there is a restructuring of the psychological system of social abilities formed at the stage of school education, accompanied by an increase in the contradiction between the student’s perceptions and expectations of the content of training at the university and the existing level of development of social abilities. Under the influence of the inclusion of a student in the 4th year of study in active pedagogical practice (the second stage), the motivational sphere of educational activity is harmonized, leading to a qualitative increase in social intelligence and the development of the psychological structure of social abilities. Discussion and Conclusion. The results presented in the article will be useful to teachers of secondary and higher pedagogical educational institutions, employees of psychological services in order to increase the effectiveness of the formation of pedagogical abilities of students, accompanying the processes of adaptation of students to study at the university, overcoming the destructive trends of educational and professional development.

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“…Cette différence d'efficience en fonction de la présentation du test a été interprétée comme la conséquence du stéréotype de moindre intelligence associé aux personnes afro-américaines. Les travaux subséquents ont permis de montrer que la menace du stéréotype peut concerner tous les groupes, qu'ils soient stigmatisés (par ex., les étudiants en situation de handicap, Desombre, Anegmar, & Delelis, 2018) ou non (par ex., les hommes, Leyens, Désert, Croizet, & Darcis, 2000) et que les répercussions peuvent être diverses que ce soit sur l'efficience cognitive (par ex., dans des tâches verbales, Pansu et al, 2016), l'efficience motrice (par ex., les performances sportives, Chalabaev, Sarrazin, Stone, & Cury, 2008) ou encore sur les intentions comportementales en lien avec les activités culturelles (Bourguignon, Desmette, Yzerbyt, & Herman, 2007). La plupart de ces travaux ont considéré la menace du stéréotype comme unique (c.-à-d., une seule forme de menace) même si Steele reconnaissait déjà en 1997 que les menaces pouvaient varier tant sur la forme que l'origine ou même dans les situations dans lesquelles elles s'appliquent (Steele, 1997).…”

Section: De La Menace Aux Menaces Du Stéréotypeunclassified

Validation factorielle d’une mesure des menaces du stéréotype en langue française

Desombre¹,

Jury²,

Renard³

et al. 2020

L’Année Psychologique

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Selon le modèle Multi-Menaces de Shapiro et Neuberg (2007), la menace du stéréotype serait polymorphe et dépendrait de la source de la menace (c.-à-d., qui peut utiliser ces actions comme une indication des habiletés ? Soi, les membres de l’endogroupe, ou les membres de l’exogroupe ?) et de la cible de la menace (c.-à-d., quelle performance reflète l’action ? La performance du soi ou du groupe ?). L’objectif de cet article est de proposer une validation factorielle d’un outil francophone de mesure multi-menaces du stéréotype (Shapiro, 2011). Pour ce faire, 273 lycéennes et lycéens en classe de seconde, première et terminale ont répondu au questionnaire dans un domaine stéréotypique correspondant (en mathématiques pour les filles et en français pour les garçons). Les analyses factorielles confirmatoires indiquent que conformément aux propositions théoriques de Shapiro et Neuberg (2007), un modèle à six facteurs s’ajuste le mieux aux données. Ces analyses soulignent la pertinence de distinguer différents types de menace du stéréotype en fonction de la source et de la cible de la menace. Les résultats sont discutés en termes d’implications théoriques et pratiques.

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Stereotype threat among students with disabilities: the importance of the evaluative context on their cognitive performance

Cited by 9 publications

References 65 publications

The distinct effect of multiple sources of stereotype threat

The distinct effect of multiple sources of stereotype threat

Development of Students’ Social Abilities at Pedagogical Universities

Validation factorielle d’une mesure des menaces du stéréotype en langue française

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