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Implicit social cognition as a predictor of academic performance
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Research Brief;14-006;
Two-hundred and ninety-nine Singapore primary school students (age 7 to 11 years old) completed two separate assessments on implicit and explicit gender identity (me=male/female), math-gender stereotype (math=male), and math self-concept (me=math). Results from these assessments were compared with students’ achievement on a standardized mathematics test and school mathematics examination results. It was found that implicit, but not explicit, math self-concept positively correlated with students’ mathematics achievement. Moreover, both implicit and explicit assessments found that a stronger math-gender stereotype led to stronger math self-concept for male students but weaker math self-concept for female students. Implicit math-gender stereotype was also found to be positively related to students’ mathematics achievement. These findings suggest that implicit math-gender stereotype and math self-concept are crucial predictors of students’ mathematics achievement, even in a country like Singapore, where students constantly excel in the subject.
This brief was based on the project OER 12/12 MK: Implicit Social Cognition as a Predictor of Academic Performance.
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