Group Means and Standard Deviations of Math Test Performance.

<p><i>N</i> = 113. Numbers at the bottom of the columns are the coefficients of the significant focal contrast. The non-significant orthogonal contrasts were (0 -1 0 1 0 0), (-1 0 0 0 2 -1), (-1 0 0 0 0 1), and (0 -1 2 -1 0 0). The means and standard deviations are, from left to right: <i>M</i>_<i>1</i> = 0.29, <i>SD</i>_<i>1</i> = 1.01, <i>M</i>_<i>2</i> = 1.08, <i>SD</i>_<i>2</i> = 1.40, <i>M</i>_<i>3</i> = 0.38, <i>SD</i>_<i>3</i> = 1.02, <i>M</i>_<i>4</i> = 0.50, <i>SD</i>_<i>4</i> = 1.22, <i>M</i>_<i>5</i> = 1.29, <i>SD</i>_<i>5</i> = 1.40, <i>M</i>_<i>6</i> = 1.20, <i>SD</i>_<i>6</i> = 1.29.</p

Group Means and Standard Deviations of Number of Correct Answers in the Concentration Achievement Test (N = 113).

<p>Group Means and Standard Deviations of Number of Correct Answers in the Concentration Achievement Test (N = 113).</p

Predicted Relative Performance Levels of the Experimental Groups.

<p>The experimental groups with a minus sign are expected to perform worse than the groups with a plus sign.</p><p>Predicted Relative Performance Levels of the Experimental Groups.</p

Distracted by the Unthought – Suppression and Reappraisal of Mind Wandering under Stereotype Threat

<div><p>Previous research has found that subtle reminders of negative stereotypes about one’s group can lead individuals to underperform on stereotype-relevant tests (e.g., women in math, ethnic minorities on intelligence tests). This so called stereotype threat effect can contribute to systematic group differences in performance that can obscure the true abilities of certain social groups and thereby sustain social inequalities. In the present study, we examined processes underlying stereotype threat effects on women’s math performance, specifically focusing on the role of suppression of mind wandering (i.e., task-irrelevant thinking) in stereotype threat (ST) and no threat (NT) situations. Based on a process model of stereotype threat effects on performance, we hypothesized that women under stereotype threat spontaneously suppress mind wandering, and that this suppression impairs performance. An alternative regulation strategy that prevents suppression (i.e., reappraising task-irrelevant thoughts as normal) was predicted to prevent stereotype threat effects on performance. We manipulated stereotype threat (ST vs. NT) and cognitive regulation strategy (suppression, reappraisal, or no strategy) and measured women’s performance on a math and a concentration task (<i>N</i> = 113). We expected three groups to perform relatively more poorly: Those in ST with either no strategy or suppression and those in NT with a suppression strategy. We tested the performance of these groups against the remaining three groups hypothesized to perform relatively better: those in NT with no strategy or reappraisal and those in ST with reappraisal. The results showed the expected pattern for participants’ math performance, but not for concentration achievement. This pattern suggests that ineffective self-regulation by suppressing mind wandering can at least partly explain stereotype threat effects on performance, whereas a reappraisal strategy can prevent this impairment. We discuss implications for the understanding of processes underlying stereotype threat effects and the benefits of reappraising subjective experience under threat.</p></div

Supplemental Material, SPPS772582_suppl_mat - Decoding the Dynamics of Social Identity Threat in the Workplace

<p>Supplemental Material, SPPS772582_suppl_mat for Decoding the Dynamics of Social Identity Threat in the Workplace by William Hall, Toni Schmader, Audrey Aday, and Elizabeth Croft in Social Psychological and Personality Science</p

BlockSupplementalMaterial – Supplemental material for Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation

<p>Supplemental material, BlockSupplementalMaterial for Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation by Katharina Block, Antonya Marie Gonzalez, Toni Schmader, and Andrew Scott Baron in Psychological Science</p

BlockOpenPracticesDisclosure – Supplemental material for Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation

<p>Supplemental material, BlockOpenPracticesDisclosure for Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation by Katharina Block, Antonya Marie Gonzalez, Toni Schmader, and Andrew Scott Baron in Psychological Science</p

sj-docx-1-spp-10.1177_19485506221129687 – Supplemental material for Gendered Self-Views Across 62 Countries: A Test of Competing Models

Supplemental material, sj-docx-1-spp-10.1177_19485506221129687 for Gendered Self-Views Across 62 Countries: A Test of Competing Models by Natasza Kosakowska-Berezecka, Jennifer K. Bosson, Paweł Jurek, Tomasz Besta, Michał Olech, Joseph A. Vandello, Michael Bender, Justine Dandy, Vera Hoorens, Inga Jasinskaja-Lahti, Eric Mankowski, Satu Venäläinen, Sami Abuhamdeh, Collins Badu Agyemang, Gülçin Akbaş, Nihan Albayrak-Aydemir, Soline Ammirati, Joel Anderson, Gulnaz Anjum, Amarina Ariyanto, John Jamir Benzon R. Aruta, Mujeeba Ashraf, Aistė Bakaitytė, Maja Becker, Chiara Bertolli, Dashamir Bërxulli, Deborah L. Best, Chongzeng Bi, Katharina Block, Mandy Boehnke, Renata Bongiorno, Janine Bosak, Annalisa Casini, Qingwei Chen, Peilian Chi, Vera Cubela Adoric, Serena Daalmans, Soledad de Lemus, Sandesh Dhakal, Nikolay Dvorianchikov, Sonoko Egami, Edgardo Etchezahar, Carla Sofia Esteves, Laura Froehlich, Efrain Garcia-Sanchez, Alin Gavreliuc, Dana Gavreliuc, Ángel Gomez, Francesca Guizzo, Sylvie Graf, Hedy Greijdanus, Ani Grigoryan, Joanna Grzymała-Moszczyńska, Keltouma Guerch, Marie Gustafsson Sendén, Miriam-Linnea Hale, Hannah Hämer, Mika Hirai, Lam Hoang Duc, Martina Hřebíčková, Paul B. Hutchings, Dorthe Høj Jensen, Serdar Karabati, Kaltrina Kelmendi, Gabriella Kengyel, Narine Khachatryan, Rawan Ghazzawi, Mary Kinahan, Teri A. Kirby, Monika Kovacs, Desiree Kozlowski, Vladislav Krivoshchekov, Kuba Kryś, Clara Kulich, Tai Kurosawa, Nhan Thi Lac An, Javier Labarthe-Carrara, Mary Anne Lauri, Ioana Latu, Abiodun Musbau Lawal, Junyi Li, Jana Lindner, Anna Lindqvist, Angela T. Maitner, Elena Makarova, Ana Makashvili, Shera Malayeri, Sadia Malik, Tiziana Mancini, Claudia Manzi, Silvia Mari, Sarah E. Martiny, Claude-Hélène Mayer, Vladimir Mihić, Jasna MiloševićĐorđević, Eva Moreno-Bella, Silvia Moscatelli, Andrew Bryan Moynihan, Dominique Muller, Erita Narhetali, Félix Neto, Kimberly A. Noels, Boglárka Nyúl, Emma C. O’Connor, Danielle P. Ochoa, Sachiko Ohno, Sulaiman Olanrewaju Adebayo, Randall Osborne, Maria Giuseppina Pacilli, Jorge Palacio, Snigdha Patnaik, Vassilis Pavlopoulos, Pablo Pérez de León, Ivana Piterová, Juliana Barreiros Porto, Angelica Puzio, Joanna Pyrkosz-Pacyna, Erico Rentería Pérez, Emma Renström, Tiphaine Rousseaux, Michelle K. Ryan, Saba Safdar, Mario Sainz, Marco Salvati, Adil Samekin, Simon Schindler, A. Timur Sevincer, Masoumeh Seydi, Debra Shepherd, Sara Sherbaji, Toni Schmader, Cláudia Simão, Rosita Sobhie, Jurand Sobiecki, Lucille De Souza, Emma Sarter, Dijana Sulejmanović, Katie E. Sullivan, Mariko Tatsumi, Lucy Tavitian-Elmadjian, Suparna Jain Thakur, Quang Thi Mong Chi, Beatriz Torre, Ana Torres, Claudio V. Torres, Beril Türkoğlu, Joaquín Ungaretti, Timothy Valshtein, Colette Van Laar, Jolanda van der Noll, Vadym Vasiutynskyi, Christin-Melanie Vauclair, Neharika Vohra, Marta Walentynowicz, Colleen Ward, Anna Włodarczyk, Yaping Yang, Vincent Yzerbyt, Valeska Zanello, Antonella Ludmila Zapata-Calvente, Magdalena Zawisza, Rita Žukauskienė and Magdalena Żadkowska in Social Psychological and Personality Science</p