“Are you really proud of me?” Influence of stereotype threats on college athletes’ career thoughts

Removing the vulnerability of a stereotype threat can weaken the stereotype’s negative influence. However, stereotype threats can be produced simply by reminding individuals of their stigmatized social identity. In this study, a typical explicit stereotype threat was compared with two types of reports on positive role models to determine whether the influence of stereotypes varied according to the type of report. In total, 178 college athletes were recruited and randomly assigned to the explicit threat group (EX group, n = 46), report on a special case group (RS group, n = 42), report on a general topic group (RG group, n = 46), or neutral report group (control, n = 44). The participants first read a short text with manipulated context. They then completed scales assessing career adaptability and optimism and were asked to choose whether to complete a scholastic test with high or low difficulty or not take the test at all. The career adaptability and optimism scores of the control group were higher than those of the RS and EX group. The career optimism scores of the RG group were higher than those of the EX group. Fewer participants opted for the difficult version of the scholastic text in the EX and RS groups; the majority of participants in these groups chose to not take any test. The results indicated the influence of negative stereotype threats and indicated that reading the news report on the special case did not have a positive and encouraging effect on the participants

The interaction between paternalistic leadership and achievement goals in predicting athletes’ sportspersonship

Paternalistic leadership, which is a prevalent leadership style in business contexts in non-Western cultures, is characterized by three dimensions: authoritarianism, benevolence, and morality. The current study of 252 Taiwanese intercollegiate athletes (Mage=20.91 years) explored this leadership style in a sports setting and examined the extent to which the interaction of paternalistic leadership and achievement goals predicted athletes’ sportspersonship. Participants completed the Paternalistic Leadership in Sport Questionnaire, Task and Ego Orientation in Sport Questionnaire, and Multidimensional Sportspersonship Orientation Scale. Athletes’ ego-orientation and perceived authoritarian leadership were related to lower levels of sportspersonship. In contrast, task-orientation, benevolent leadership, and moral leadership predicted higher levels of sportspersonship and confirmed findings reported in the research literature. Hierarchical regression analyses revealed that authoritarianism moderated the relationship between ego, orientation and sportspersonship. Future sports research should consider paternalistic leadership as an alternative approach when investigating coach-athlete relationships and the influence of coaches’ leadership on athletes’ growth and moral responses

The interaction between paternalistic leadership and achievement goals in predicting athletes’ sportspersonship

Paternalistic leadership, which is a prevalent leadership style in business contexts in non-Western cultures, is characterized by three dimensions: authoritarianism, benevolence, and morality. The current study of 252 Taiwanese intercollegiate athletes (Mage=20.91 years) explored this leadership style in a sports setting and examined the extent to which the interaction of paternalistic leadership and achievement goals predicted athletes’ sportspersonship. Participants completed the Paternalistic Leadership in Sport Questionnaire, Task and Ego Orientation in Sport Questionnaire, and Multidimensional Sportspersonship Orientation Scale. Athletes’ ego-orientation and perceived authoritarian leadership were related to lower levels of sportspersonship. In contrast, task-orientation, benevolent leadership, and moral leadership predicted higher levels of sportspersonship and confirmed findings reported in the research literature. Hierarchical regression analyses revealed that authoritarianism moderated the relationship between ego, orientation and sportspersonship. Future sports research should consider paternalistic leadership as an alternative approach when investigating coach-athlete relationships and the influence of coaches’ leadership on athletes’ growth and moral responses

“Are you really proud of me?” Influence of stereotype threats on college athletes’ career thoughts

Removing the vulnerability of a stereotype threat can weaken the stereotype’s negative influence. However, stereotype threats can be produced simply by reminding individuals of their stigmatized social identity. In this study, a typical explicit stereotype threat was compared with two types of reports on positive role models to determine whether the influence of stereotypes varied according to the type of report. In total, 178 college athletes were recruited and randomly assigned to the explicit threat group (EX group, n = 46), report on a special case group (RS group, n = 42), report on a general topic group (RG group, n = 46), or neutral report group (control, n = 44). The participants first read a short text with manipulated context. They then completed scales assessing career adaptability and optimism and were asked to choose whether to complete a scholastic test with high or low difficulty or not take the test at all. The career adaptability and optimism scores of the control group were higher than those of the RS and EX group. The career optimism scores of the RG group were higher than those of the EX group. Fewer participants opted for the difficult version of the scholastic text in the EX and RS groups; the majority of participants in these groups chose to not take any test. The results indicated the influence of negative stereotype threats and indicated that reading the news report on the special case did not have a positive and encouraging effect on the participants

“Are you really proud of me?” Influence of stereotype threats on college athletes’ career thoughts

Removing the vulnerability of a stereotype threat can weaken the stereotype’s negative influence. However, stereotype threats can be produced simply by reminding individuals of their stigmatized social identity. In this study, a typical explicit stereotype threat was compared with two types of reports on positive role models to determine whether the influence of stereotypes varied according to the type of report. In total, 178 college athletes were recruited and randomly assigned to the explicit threat group (EX group, n = 46), report on a special case group (RS group, n = 42), report on a general topic group (RG group, n = 46), or neutral report group (control, n = 44). The participants first read a short text with manipulated context. They then completed scales assessing career adaptability and optimism and were asked to choose whether to complete a scholastic test with high or low difficulty or not take the test at all. The career adaptability and optimism scores of the control group were higher than those of the RS and EX group. The career optimism scores of the RG group were higher than those of the EX group. Fewer participants opted for the difficult version of the scholastic text in the EX and RS groups; the majority of participants in these groups chose to not take any test. The results indicated the influence of negative stereotype threats and indicated that reading the news report on the special case did not have a positive and encouraging effect on the participants