How Stress Affects Performance and Competitiveness across Gender

Because many key career events, such as examinations and interviews, involve competition and stress, gender differences in response to these factors could help to explain the labor market gender gap. In a laboratory experiment, we manipulate psychosocial stress using the Trier Social Stress Test and confirm that this is effective by measuring salivary cortisol level and heart rate. Subjects perform in a real-effort task under both tournament and piece-rate incentives, and we elicit willingness to compete. We find that women under heightened stress perform worse than women in the control group when compensated with tournament incentives, whereas there is no treatment difference under piece-rate incentives. For men, stress does not affect output under competition or under piece rate. The gender gap in willingness to compete is not affected by stress, but stress decreases competitiveness overall, which is related to performance for women. Our results could explain gender differences in performance under competition, with implications for hiring practices and incentive structures in firms.</p

Ovulatory shift, hormonal changes, and no effects on incentivized decision-making

Employing an incentivized controlled lab experiment, we investigate the effects of ovulatory shift on salient behavioral outcomes related to (i) risk preferences, (ii) rule violation, and (iii) exploratory attitude. As evolutionary psychology suggests, these outcomes may play an important role in economic decision-making and represent behavioral aspects that may systematically vary over the menstrual cycle to increase the reproductive success. Exploiting a within-subjects design, 124 naturally cycling females participated in experimental sessions during their ovulation and menstruation, the phases between which the difference in the investigated behavior should be the largest. In each session, hormonal samples for cortisol, estradiol, and testosterone were collected. The group of women was also contrasted against an auxiliary reference group composed of 47 males, who are not subject to hormonal variations of this nature. Our results reveal no systematic behavioral differences between the ovulation and menstruation phases

Cognitive Biases and Religious Belief: A path model replication in the Czech Republic and Slovakia with a focus on anthropomorphism

A previous study explored the cognitive biases that underlie individual differences in supernatural beliefs using path models in samples of Canadian and Americans (Willard and Norenzayan, 2013). We replicated and extended these path models in new nationally representative samples from the Czech Republic and Slovakia (total N = 2022). As in the original model, we found that anthropomorphism was unrelated to belief in God, but was consistently related to paranormal beliefs. Living in a highly religious area was related to a lower tendency to anthropomorphize. We further examined this relationship and found that anthropomorphism is related to belief in God for non-religious participants only, and is inversely related to belief in God among religious Slovaks, but not religious Czechs. These findings suggest that religious beliefs and societal context can change the relationship between cognitive biases and supernatural beliefs

Replication Data for: How Stress Affects Performance and Competitiveness across Gender

Datasets and replication code (in Stata) that support the findings of the article "How Stress Affects Performance and Competitiveness across Gender" accepted for publication in Management Scienc

Education for the future.

We asked young scientists: Are our schools and universities adequately prepared to educate young people for future challenges? What is the most pressing issue in your field, and what one improvement could your country make to its current education system to prepare students to face it? The responses expressed concerns about the current state of education in countries around the world. Many students lack access to the information they need, and those with access are often constrained by curriculum that emphasizes rote learning and isolated subjects. Our respondents suggested a variety of improvements to prepare the next generation for success