Order of administration of math and verbal tests: An ecological intervention to reduce stereotype threat on girls' math performance

Journal of Educational Psychology

Volumn 105, Issue 3, 2013, Pages 850-860

  Smeding, Annique ^a   Dumas, Florence ^b,d   Loose, Florence ^c   Régner, Isabelle ^b  

^a UNIVERSITY OF LAUSANNE   (Switzerland)

^b CNRS   (France)

^c MONTPELLIER BUSINESS SCHOOL   (France)

^d UNIVERSITÉ JEAN MOULIN LYON 3   (France)

Author keywords

Classroom intervention; Math performance; Order of test administration; Spillover phenomenon; Stereotype threat

Indexed keywords

EID: 84881635263     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0032094     Document Type: Article

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