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Psy 230 Week 2 Psychology Article Review

Submitted By
Words 824
Pages 4
Mariella Bosquez PSYC 2301
03/01/2016 A. LeRoy

Article Review Assignment #1

I. Reference
Johns, M., Schmader, T., Martens, A. (2005). Knowing is Half the Battle: Teaching Stereotype Threat as a Means of Improving Women’s Math Performance. Psychological Science, 16(3), pg. 175-179.
II. Study Design a. Type of Study Design
Experimental Design; Between-Subjects; Factorial Design b. Explanation of Design
This was an Experimental Design due to the fact that they were attempting to support a cause and effect relationship. Variables were manipulated and the controls were randomly assigned as follows: The Problem-Solving Condition participants were asked to complete a standardized test for a study of general cognitive …show more content…
Variables a. IV / DV or Predictor / Criterion
a. This study included independent and dependent variables. b. Variables
IV: Gender- Identification of Sex; Test Description- Explanation of why they were taking a standardized test
DV: Math Performance: Resulting scores from genders and three conditions; Attribution to Gender Stereotypes- Participants were asked how much of their anxiety during the test was due to gender stereotypes from researcher c. Operational Definitions for the IV
IV: Gender- Biological identification of sex; Test Description- Qualitative category labeling of three different conditions d. Operational Definitions for the DV
DV: Academic Performance: Measured by GPA
DV: Math Performance- Analyzed for accuracy using number of items correct divided by the number of items attempted; Attribution to Gender Stereotypes- Questionnaire that used 7-point scales.
IV. Hypotheses
Teaching women about stereotype threat would inoculate them from its effects.
V. Participants
-White …show more content…
The main effect of gender was that women were more likely than men to contribute anxiety to gender stereotype threat. Women’s belief of gender stereotype threat negatively correlated with math performance in the Math-Test condition, but positively correlated with math performance in the Teaching-Intervention condition; belief was uncorrelated with performance in the Problem-Solving condition.
IX Future Directions:

a. Future directions –Applying practical use for teaching about stereotype threat can improve performance on other areas. Other stigmatized individuals can learn to cope psychologically to stereotyped threats.

b. Future directions- This study could incorporate the idea of self-evaluation or self-esteem. One could improve the generalization of results by having a somewhat broader scope of students.

X. Limitations

a. The researchers’ discussion section does not identify a limitation of the study. The study could have gaged the level of confidence within each student before taking the standardized

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