Publication: Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM
dc.contributor.coauthor | Herrmann, Sarah D. | |
dc.contributor.department | Department of Psychology | |
dc.contributor.department | Graduate School of Social Sciences and Humanities | |
dc.contributor.kuauthor | Selçuk, Esra Çetinkaya | |
dc.contributor.kuauthor | Sakarya, Yasemin Kisbu | |
dc.contributor.kuprofile | PhD Student | |
dc.contributor.kuprofile | Faculty Member | |
dc.contributor.schoolcollegeinstitute | GRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES | |
dc.contributor.schoolcollegeinstitute | College of Social Sciences and Humanities | |
dc.contributor.yokid | N/A | |
dc.contributor.yokid | 219275 | |
dc.date.accessioned | 2024-11-09T23:59:49Z | |
dc.date.issued | 2020 | |
dc.description.abstract | We examined if an adapted version of a brief social psychological intervention following a multi-threat framework can enhance the mental task performance of female college students under stereotype threat. In experiment 1, under self-as-target stereotype threat, as expected, students who were exposed to the self-affirmation intervention had the highest task performance. However, under group-as-target stereotype threat, we found similar performances of the students in both the self-affirmation and group-affirmation conditions compared to control condition. In experiment 2, we showed that the extent a female student is identified with her gender group moderates the effectiveness of the group-affirmation intervention. The current research encourages researchers to consider different understandings of self while instituting common stereotype threat interventions rather than taking a uniform approach. | |
dc.description.indexedby | WoS | |
dc.description.indexedby | Scopus | |
dc.description.issue | 6 | |
dc.description.openaccess | NO | |
dc.description.volume | 23 | |
dc.identifier.doi | 10.1007/s11218-020-09594-8 | |
dc.identifier.eissn | 1573-1928 | |
dc.identifier.issn | 1381-2890 | |
dc.identifier.scopus | 2-s2.0-85092799143 | |
dc.identifier.uri | http://dx.doi.org/10.1007/s11218-020-09594-8 | |
dc.identifier.uri | https://hdl.handle.net/20.500.14288/15696 | |
dc.identifier.wos | 579712400001 | |
dc.keywords | Stereotype threat | |
dc.keywords | Values affirmation | |
dc.keywords | Gender gap | |
dc.keywords | Self-affirmation | |
dc.keywords | Gender identification | |
dc.language | English | |
dc.publisher | Springer | |
dc.source | Social Psychology Of Education | |
dc.subject | Educational psychology | |
dc.title | Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM | |
dc.type | Journal Article | |
dspace.entity.type | Publication | |
local.contributor.authorid | N/A | |
local.contributor.authorid | 0000-0001-8477-3016 | |
local.contributor.kuauthor | Selçuk, Esra Çetinkaya | |
local.contributor.kuauthor | Sakarya, Yasemin Kisbu | |
local.publication.orgunit1 | GRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES | |
local.publication.orgunit1 | College of Social Sciences and Humanities | |
local.publication.orgunit2 | Department of Psychology | |
local.publication.orgunit2 | Graduate School of Social Sciences and Humanities | |
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