Stereotype threat in classroom settings: the interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance.
about
Twenty Years of Stereotype Threat Research: A Review of Psychological MediatorsRetraining attitudes and stereotypes to affect motivation and cognitive capacity under stereotype threat.Gender-stereotyping and cognitive sex differences in mixed- and same-sex groups.Distracted by the Unthought - Suppression and Reappraisal of Mind Wandering under Stereotype ThreatStereotype threat as a determinant of burnout or work engagement. Mediating role of positive and negative emotions.Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.Beyond Performance: A Motivational Experiences Model of Stereotype Threat.Moderators of and mechanisms underlying stereotype threat effects on older adults' memory performanceThe consequences of chronic stereotype threat: domain disidentification and abandonment.Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?Effects of Instructor Attractiveness on Learning.Diagnosis threat and underperformance: The threat must be relevant and implicit.Stereotype threat, trait perseveration, and vagal activity: evidence for mechanisms underpinning health disparities in Black Americans.Creating a critical mass eliminates the effects of stereotype threat on women's mathematical performance.Chronic Stereotype Threat Is Associated With Mathematical Achievement on Representative Sample of Secondary Schoolgirls: The Role of Gender Identification, Working Memory, and Intellectual Helplessness.The Ironic Costs of Performing Well: Grades Differentially Predict Male and Female Dropout From EngineeringStereotype threat impairs ability building: Effects on test preparation among women in science and technologyExperimental Studies on State Self-Objectification: A Review and an Integrative Process Model
P2860
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P2860
Stereotype threat in classroom settings: the interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance.
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
2007年论文
@zh
2007年论文
@zh-cn
name
Stereotype threat in classroom ...... e students' maths performance.
@en
type
label
Stereotype threat in classroom ...... e students' maths performance.
@en
prefLabel
Stereotype threat in classroom ...... e students' maths performance.
@en
P356
P1476
Stereotype threat in classroom ...... e students' maths performance.
@en
P2093
Johannes Keller
P304
P356
10.1348/000709906X113662
P577
2007-06-01T00:00:00Z