A metacognitive perspective on the cognitive deficits experienced in intellectually threatening environments

Area of Science:

• Psychology
• Cognitive Science
• Social Psychology

Background:

• Stereotype threat can negatively impact academic performance.
• Anxious arousal is a common response to stereotype threat.
• Metacognitive interpretations of emotions influence cognitive function.

Purpose of the Study:

• To investigate if negative metacognitive interpretations of anxiety under stereotype threat cause cognitive deficits.
• To examine the role of emotional reappraisal in mitigating these effects.

Main Methods:

• Three studies were conducted with undergraduate students.
• Methods included intelligence tests, working memory assessments, and physiological measures (salivary alpha-amylase).
• Participants were exposed to different priming conditions (doubt vs. confidence) and stereotype threat manipulations.

Main Results:

• Anxiety predicted lower working memory under doubt priming in Study 1.
• The negative impact of anxiety on cognition was specific to intellectually threatening environments in Study 2.
• Emotional reappraisal moderated the negative effects of anxiety on math performance and self-doubt in Study 3.

Conclusions:

• Negative metacognitive interpretations of anxious arousal can undermine cognitive efficiency under stereotype threat.
• Individual differences in emotional reappraisal can serve as a protective factor against stereotype threat effects.
• Findings have implications for interventions aimed at improving performance in vulnerable populations.