dc.contributor.author | Keller, Johannes | de |
dc.contributor.author | Molix, Lisa | de |
dc.date.accessioned | 2011-02-06T02:56:00Z | de |
dc.date.accessioned | 2012-08-29T23:02:09Z | |
dc.date.available | 2012-08-29T23:02:09Z | |
dc.date.issued | 2008 | de |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/21567 | |
dc.description.abstract | The present research examined the interplay of self-construal (independent vs. interdependent), gender group identification, and performance standards (positive vs. negative) on women’s math performance. Female participants were given a subtle self-prime prior to completing a math test under conditions where either a positive or negative group-based performance standard was rendered accessible. We report an interactive effect of self-construal, gender identification, and performance standard such that a negative (compared to a positive) standard decreased performance under interdependent self-prime (“we”) conditions, whereas the reverse pattern emerged under independent self-prime (“I”) conditions. Importantly, we observed this interplay of performance standards and self-construal only in individuals who self-identify with their gender group whereas performance outcomes of low identifiers were not affected by the experimental manipulations. | en |
dc.language | en | de |
dc.subject.ddc | Psychology | en |
dc.subject.ddc | Psychologie | de |
dc.subject.other | Contrast; Group identification; Math performance; Performance standards; Self-construal; Stereotype threat | |
dc.title | When women can't do math: the interplay of self-construal, group identification, and stereotypic performance standards | en |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Journal of Experimental Social Psychology | de |
dc.source.volume | 44 | de |
dc.publisher.country | NLD | |
dc.source.issue | 2 | de |
dc.subject.classoz | Social Psychology | en |
dc.subject.classoz | Sozialpsychologie | de |
dc.subject.thesoz | Identifikation | de |
dc.subject.thesoz | Assimilation | de |
dc.subject.thesoz | identification | en |
dc.subject.thesoz | Unterrichtserfolg | de |
dc.subject.thesoz | effectiveness of teaching | en |
dc.subject.thesoz | geschlechtsspezifische Faktoren | de |
dc.subject.thesoz | assimilation | en |
dc.subject.thesoz | Gruppe | de |
dc.subject.thesoz | mathematics | en |
dc.subject.thesoz | gender-specific factors | en |
dc.subject.thesoz | Mathematik | de |
dc.subject.thesoz | group | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-215677 | de |
dc.date.modified | 2011-02-11T11:52:00Z | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | en |
ssoar.gesis.collection | SOLIS;ADIS | de |
ssoar.contributor.institution | http://www.peerproject.eu/ | de |
internal.status | 3 | de |
internal.identifier.thesoz | 10045047 | |
internal.identifier.thesoz | 10036244 | |
internal.identifier.thesoz | 10042019 | |
internal.identifier.thesoz | 10042476 | |
internal.identifier.thesoz | 10045237 | |
internal.identifier.thesoz | 10036851 | |
dc.type.stock | article | de |
dc.type.document | journal article | en |
dc.type.document | Zeitschriftenartikel | de |
dc.rights.copyright | f | de |
dc.source.pageinfo | 437-444 | |
internal.identifier.classoz | 10706 | |
internal.identifier.journal | 199 | de |
internal.identifier.document | 32 | |
internal.identifier.ddc | 150 | |
dc.identifier.doi | https://doi.org/10.1016/j.jesp.2007.01.007 | de |
dc.description.pubstatus | Postprint | en |
dc.description.pubstatus | Postprint | de |
internal.identifier.licence | 7 | |
internal.identifier.pubstatus | 2 | |
internal.identifier.review | 1 | |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |