Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Stereotype Threat and Self-fulfilling Prophecies

Stereotype Threat and Self-fulfilling Prophecies

When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...

Sources of Self-Esteem III: Social Comparison

Sources of Self-Esteem III: Social Comparison

Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...

Socioemotional Experience and Gender Development

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...

Self-Esteem

Self-Esteem

Self-esteem, a core aspect of psychological well-being, reflects an individual's positive and negative self-evaluation in terms of worth, competence, and overall value. It is both a stable trait and a dynamic process, influenced by experiences and social interactions across the lifespan. While global self-esteem offers a general assessment, research highlights that self-esteem is multidimensional and varies across specific life domains.Domain-Specific Self-EsteemResearchers have delineated...

Sources of Self-Esteem I: Family Experience

Sources of Self-Esteem I: Family Experience

Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...

Social Foundations of Self II: The Generalized Other

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Planting the seed: how parental negative conditional regard boosts vulnerability to excessive study behaviour and burnout.

BMC psychology·2025

Same author

The system of academic task values: The development of cross-domain comparisons of values and college major choice.

Developmental psychology·2023

Same author

An examination and extension of the Peltzman effect during the Covid-19 pandemic.

Current research in ecological and social psychology·2023

Same author

Relation of Mindfulness, Heartfulness and Well-Being in Students during the Coronavirus-Pandemic.

International journal of applied positive psychology·2022

Search research articles

Related Experiment Video

Updated: Nov 4, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

How Classmates' Gender Stereotypes Affect Students' Math Self-Concepts: A Multilevel Analysis.

¹Institute of Psychology, University of Koblenz-Landau, Koblenz, Germany.

Frontiers in Psychology

|May 31, 2021

Summary

Students' individual and peer math gender stereotypes impact math self-concepts. Girls' self-concepts are negatively affected by both individual and peer stereotypes, while boys' are positively affected by individual stereotypes.

Keywords:

academic self-concept beliefs classmates contextual effects gender stereotypes math self-concept peers

More Related Videos

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Related Experiment Videos

Last Updated: Nov 4, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Educational Psychology
Social Psychology
Gender Studies

Background:

Gender stereotypes influence academic self-perceptions.
The role of peer influence on self-concept formation is significant.
Research has yet to fully explore the combined impact of individual and peer stereotypes on math self-concept.

Purpose of the Study:

To investigate the relationship between individual and classmates' math-related gender stereotypes and students' math self-concepts.
To differentiate the effects of personal beliefs versus peer group beliefs on math self-concept.
To examine these relationships across genders in secondary school students.

Main Methods:

Multilevel analyses were employed.
Data from 1,424 German secondary school students were analyzed.
Math self-concepts were assessed in relation to individual and peer gender stereotype endorsement.

Main Results:

Individual endorsement of math gender stereotypes negatively related to girls' math self-concepts but positively to boys'.
Classmates' shared stereotype beliefs negatively related to girls' math self-concepts, with no significant effect found for boys.
These findings remained significant after controlling for students' math grades and age.

Conclusions:

Peer-shared gender stereotypes significantly impact students' math self-concepts, independent of individual beliefs.
Classmates act as crucial socializing agents in shaping students' academic self-concept formation.
Interventions addressing both individual and collective stereotype beliefs may be necessary to foster equitable math self-concepts.