Publication:
Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM

dc.contributor.coauthorHerrmann, Sarah D.
dc.contributor.departmentDepartment of Psychology
dc.contributor.departmentGraduate School of Social Sciences and Humanities
dc.contributor.kuauthorSelçuk, Esra Çetinkaya
dc.contributor.kuauthorSakarya, Yasemin Kisbu
dc.contributor.kuprofilePhD Student
dc.contributor.kuprofileFaculty Member
dc.contributor.schoolcollegeinstituteGRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES
dc.contributor.schoolcollegeinstituteCollege of Social Sciences and Humanities
dc.contributor.yokidN/A
dc.contributor.yokid219275
dc.date.accessioned2024-11-09T23:59:49Z
dc.date.issued2020
dc.description.abstractWe 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.indexedbyWoS
dc.description.indexedbyScopus
dc.description.issue6
dc.description.openaccessNO
dc.description.volume23
dc.identifier.doi10.1007/s11218-020-09594-8
dc.identifier.eissn1573-1928
dc.identifier.issn1381-2890
dc.identifier.scopus2-s2.0-85092799143
dc.identifier.urihttp://dx.doi.org/10.1007/s11218-020-09594-8
dc.identifier.urihttps://hdl.handle.net/20.500.14288/15696
dc.identifier.wos579712400001
dc.keywordsStereotype threat
dc.keywordsValues affirmation
dc.keywordsGender gap
dc.keywordsSelf-affirmation
dc.keywordsGender identification
dc.languageEnglish
dc.publisherSpringer
dc.sourceSocial Psychology Of Education
dc.subjectEducational psychology
dc.titleAdapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM
dc.typeJournal Article
dspace.entity.typePublication
local.contributor.authoridN/A
local.contributor.authorid0000-0001-8477-3016
local.contributor.kuauthorSelçuk, Esra Çetinkaya
local.contributor.kuauthorSakarya, Yasemin Kisbu
local.publication.orgunit1GRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES
local.publication.orgunit1College of Social Sciences and Humanities
local.publication.orgunit2Department of Psychology
local.publication.orgunit2Graduate School of Social Sciences and Humanities
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