Can salience of gender identity impair math performance among 7-8 years old girls?: The moderating role of task difficulty
Can salience of gender identity impair math performance among 7-8 years old girls?: The moderating role of task difficulty
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DOI：
10.1007/bf03173428
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发表时间：
2007-09-01
影响因子：
3
通讯作者：
Croizet, Jean-Claude
中科院分区：
文献类型：
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作者：
Neuville, Emmanuelle;Croizet, Jean-Claude
性别认同的显著性是否会影响7-8岁女生的数学成绩？三年级的男孩和女孩被要求解决不同难度的算术问题。在测试之前，一半的参与者被激活了他们的性别认同。结果表明，性别认同的激活对女孩的表现有影响，而对男孩没有影响。当她们的性别被激活时，而不是没有被激活时，当材料不那么困难时，女孩解决了更多的问题，但在困难的问题上表现不佳。对刻板印象威胁的研究结果进行了讨论。
Can the salience of gender identity affect the math performance of 7-8 year old girls? Third-grade girls and boys were required to solve arithmetical problems of varied difficulty Prior to the test, one half of the participants had their gender identity activated. Results showed that activation of gender identity affected girls' performance but not boys. When their gender was activated as opposed to when it was not, girls solved more problems when the material was less difficult but underperformed on the difficult problems. Results are discussed with regard to the stereotype threat literature.