کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
952037 | 927265 | 2009 | 7 صفحه PDF | دانلود رایگان |
The achievement motivation and stereotype threat theories both predict that students who base their self-worth on academics tend to underperform on ability tests. However, the former theory maintains that students in general risk underperformance, whereas the latter maintains that negatively-stereotyped students—but not positively-stereotyped students—risk underperformance. The current research supports the achievement motivation approach. In Study 1, as positively-stereotyped students increased in basing self-worth on academics, the worse their test performance in a performance-goal setting; no relationship existed between basing self-worth on academics and performance in a learning-goal setting. Study 2 replicated this finding among positively- and negatively-stereotyped students. Discussion revisits the assumption that students either base their self-worth on academics and are motivated or they disengage and risk underachievement.
Journal: Journal of Research in Personality - Volume 43, Issue 5, October 2009, Pages 868–874