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

By C. Good, Joshua Aronson, Michael Inzlicht. 2003

1,165 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/199782b6446240a44c87a894a8839c888c2fd32c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Sociology and Political Science

Citations in the corpus

Stereotype Threat in Organizations: Implications for Equity and Performance (2015, background): “…message can improve learning and achievement (for a review, see Yeager et al. 2013), for instanceamongadolescents (Blackwell et al. 2007), especially thosewhoare struggling (Paunesku et al. in press) and, in math, girls (Good et al. 2003), and among diverse college students (Aronson et al. 2002).”
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School (2016, background): “For this reason, it might have been informative to analyze scores on a norm-referenced exam at the end of the term, as in some intervention studies (Good et al., 2003; Hanselman, Bruch, Gamoran, & Borman, 2014).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “Moreover, Hofer and Pintrich (1997) hypothesized that epistemic beliefs might function as a kind of implicit theory, which would give rise to particular achievement goal orientations, much in the same way that Dweck's implicit theory construct does.”
Encouraging girls in math and science (2007, background): “35 See Bangert-Drowns, Kulik, Kulik, et al. (1991) for a synthesis of studies on feedback and Henderlong and Lepper (2002) for a recent review on the effects of praise on children’s intrinsic motivation.”
Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science. (2010, background): “What do epistemological beliefs consist of? Although there are some variations in how the construct is defined, there are four dimensions outlined as the core components of epistemological beliefs (Hofer & Pintrich, 1997). Concerning the nature of knowledge, individuals hold beliefs about the certai”
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, background): “…has been found to be associated with higher achievement in math and classroom motivation (Blackwell, Trzesniewski, and Dweck 2007), achievement (Yeager et al. 2016), higher GPA in core academic courses (Paunesku et al. 2015), and higher math and reading scores (Good, Aronson, and Inzlicht 2003).”
Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, background): “The publication of Gottfredson and Hirschi’s A General Theory of Crime (1990) launched a series of studies on the link between self-control and crime. In that study, they posit that a single factor, self-control, predicts much of the variance in criminal outcomes. There is a divide in this literatur”
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model (2015, background): “Even though implicit theories are relatively stable over time (Robins and Pals 2002), there is evidence that they can be altered through interventions (Aronson et al. 2002; Blackwell et al. 2007; Good et al. 2003), which underscores the dynamic structure of these motivation-based systems.”
Beliefs About Emotion: Links to Emotion Regulation, Well-Being, and Psychological Distress (2013, background): “Other interventions have also sought to teach an incremental theory through videos, mentoring, and letter writing tasks (Aronson et al., 2002; Good et al., 2003), workshops (Blackwell et al., 2007), and computer programs like Brainology (2010).”
The effects of an academic environment intervention on science identification among women in STEM (2013, background): “Brief environmental interventions can improve female and ethnic minority students’ academic outcomes (Cohen et al. 2006; Good et al. 2003; Miyake et al. 2010).”
Identity, motivation and autonomy in language learning (2011, background): “São Paulo: Martins Fontes. Deci, E.L. and Ryan, R.M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior.”