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Stereotype threat, test anxiety, and mathematics performance

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Abstract

We investigated the combined effects of stereotype threat and trait test anxiety on mathematics test performance. Stereotype threat and test anxiety interacted with each other in affecting performance. Trait test anxiety predicted performance only in a diagnostic condition that prevented stereotype threat by stereotype denial. A state measure of fear of the test mediated this influence. However, stereotype threat reduced the performance of low test-anxious participants to the level of high test-anxious participants. Thus, stereotype threat affected persons low in test anxiety but not persons high in test anxiety. Both phenomena apparently share common mechanisms through which they impair performance.

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Notes

  1. In contrast to the results for trait worry, using trait emotionality and the experimental condition as predictors of math performance did not produce a significant interaction (\(p=.373\)), nor did emotionality by itself significantly predict math performance (\(p=.588\)).

  2. Trait emotionality did not significantly predict fear of the test (\(p= .540\)), neither did the interaction term with the experimental condition (\(p=.284\)).

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  1. Fachbereich I—Psychologie, University of Trier, 54286 , Trier, Germany

    Tobias Tempel & Roland Neumann

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  1. Tobias Tempel
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  2. Roland Neumann
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Correspondence to Tobias Tempel.

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Tempel, T., Neumann, R. Stereotype threat, test anxiety, and mathematics performance. Soc Psychol Educ 17, 491–501 (2014). https://doi.org/10.1007/s11218-014-9263-9

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  • DOI: https://doi.org/10.1007/s11218-014-9263-9

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