Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat

2003 ◽  
Vol 24 (6) ◽  
pp. 645-662 ◽  
Author(s):  
Catherine Good ◽  
Joshua Aronson ◽  
Michael Inzlicht
Keyword(s):  
Stereotype Threat ◽  
Test Performance ◽  
Standardized Test ◽  
Standardized Test Performance

scholarly journals Converging Evidence that Higher Trait Working Memory Capacity aids Standardized Test Performance under Race Related Stereotype Threat

2020 ◽  
Author(s):  
LaTasha R Holden ◽  
Kerri A. Goodwin ◽  
Andrew R. A. Conway
Keyword(s):  
Working Memory ◽  
Stereotype Threat ◽  
Test Performance ◽  
Standardized Test ◽  
Working Memory Capacity ◽  
Self Regulation ◽  
Memory Capacity ◽  
Control Group ◽  
Negative Stereotypes ◽  
Standardized Test Performance

Stereotype threat (ST) occurs when individuals primed with negative stereotypes underperform relative to a control group. The current work considers individual differences in ST effects on real world measures like standardized test performance (SDTP). Working Memory Capacity (WMC) is investigated as a mediator and/or moderator of ST for race/ethnicity. Findings revealed a lack of strong evidence for the effect of ST. However, we demonstrated that trait WMC moderates ST for race such that higher WMC is associated with higher scores on standardized tests under conditions of race related ST. For future work on ST, we consider replication issues as well as the importance of WMC for performance under ST including how WMC and SDTP have been shown to improve through implementing self-regulation and mindfulness.

scholarly journals INFLUENCE OF IRRELEVANT SPEECH ON STANDARDIZED TEST PERFORMANCE

2002 ◽  
Vol 2002 (1) ◽  
pp. i-46
Author(s):  
Donald E. Powers ◽  
Wendy Albertson ◽  
Thomas Florek ◽  
Kathy Johnson ◽  
John Malak ◽  
...  
Keyword(s):  
Test Performance ◽  
Standardized Test ◽  
Irrelevant Speech ◽  
Standardized Test Performance

scholarly journals Short mindset intervention effective in attitude change but no evidence of transfer to improved cognitive outcomes of working memory capacity and standardized test performance

2021 ◽  
Author(s):  
LaTasha R Holden ◽  
Bear Goldstein
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Test Performance ◽  
Standardized Test ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Self Report ◽  
Academic Attitudes ◽  
Standardized Test Performance ◽  
Mindset Intervention

There has been extensive research conducted on mindset, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective —if we still do not have a good understanding of how mindset works, then more research is needed. To better understand how mindset interventions work, we looked at self-report measures as well as post-intervention behavior within and across individuals. We implemented a mindset intervention to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. We also explored individual differences in academic attitudes (e.g., academic identification and sense of belonging in university) that might moderate students’ mindset and the effect of the mindset intervention on subsequent cognitive performance. We expected the malleable mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability but also caused students to report higher grit (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the malleable mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.

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