Beyond Performance: A Motivational Experiences Model of Stereotype Threat

Autor/inn/en	Thoman, Dustin B.; Smith, Jessi L.; Brown, Elizabeth R.; Chase, Justin; Lee, Joo Young K.
Titel	Beyond Performance: A Motivational Experiences Model of Stereotype Threat
Quelle	In: Educational Psychology Review, 25 (2013) 2, S.211-243 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-013-9219-1
Schlagwörter	Academic Achievement; Achievement Need; Self Efficacy; Stereotypes; Role; Social Bias; Disproportionate Representation; Correlation; Models; Student Motivation; Self Management; Guidelines; Prediction; Academic Aspiration; Occupational Aspiration + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Klischee; Rollen; Korrelation; Analogiemodell; Schulische Motivation; Selbstmanagement; Richtlinien; Vorhersage; Berufsneigung; Berufsziel
Abstract	The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students' academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student's performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students' motivational experiences are maintained or disrupted, particularly over long periods of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10