Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

37.2K
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...
37.2K
Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

89.6K
Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
89.6K
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

15
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...
15
Stereotype Content Model02:16

Stereotype Content Model

13.9K
The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
13.9K
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

38.6K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
38.6K
Schemas01:42

Schemas

11.5K
A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
11.5K

You might also read

Related Articles

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

Sort by
Same author

Shifting Attention and Response Time Performance in Adolescents: Effects of External and Internal Focus.

Sports (Basel, Switzerland)·2026
Same author

Effects of gender stereotype threat targeting the "Group" versus the "Self" on motor performance and learning in female futsal players with high sport identification.

Psychology of sport and exercise·2026
Same author

Benefits of Relatedness Support for Motor Learning in Older Adults.

Research quarterly for exercise and sport·2025
Same author

Conceptions of Ability Positive Feedback Affect the Learning of a Sport Motor Skill in Children of Different Ages.

Research quarterly for exercise and sport·2025
Same author

Association Between Motor Competence and Response Time in Portuguese Youth.

Journal of motor behavior·2025
Same author

Gender Stereotype Threat Undermines Dance Performance and Learning in Boys.

Journal of motor behavior·2023

Related Experiment Video

Updated: May 10, 2025

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
06:58

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

7.2K

Multiple Gender Stereotype Threats in Motor Performance and Learning.

Caroline Valente Heidrich1, Priscila Cardozo1, Suzete Chiviacowsky1

  • 1Federal University of Pelotas.

Research Quarterly for Exercise and Sport
|April 24, 2025
PubMed
Summary
This summary is machine-generated.

Stereotype threat negatively impacts women's soccer dribbling performance and learning. All tested gender stereotype threats (ST) equally impaired performance, regardless of target or source.

Keywords:
Gendermotor learningmultiple threatsstereotype threat

More Related Videos

Investigating Motor Skill Learning Processes with a Robotic Manipulandum
07:52

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Published on: February 12, 2017

8.6K
The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

8.4K

Related Experiment Videos

Last Updated: May 10, 2025

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
06:58

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

7.2K
Investigating Motor Skill Learning Processes with a Robotic Manipulandum
07:52

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Published on: February 12, 2017

8.6K
The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

8.4K

Area of Science:

  • Psychology
  • Motor Learning
  • Sociology

Background:

  • Stereotype threat undermines stereotyped groups' performance and learning.
  • Gender stereotypes can affect women's motor skill acquisition.

Purpose of the Study:

  • To compare the effects of various gender stereotype threats (ST) on women's soccer dribbling performance and learning.
  • To investigate how stereotype target (self vs. group) and source (ingroup vs. outgroup) influence motor task outcomes.

Main Methods:

  • One hundred women with low domain identification were randomly assigned to four ST conditions or a nullified-stereotype threat (NST) group.
  • Participants performed a soccer dribbling task under different threat manipulations before retention and transfer tests.
  • Perceived self-efficacy and stereotype endorsement were measured.

Main Results:

  • The NST group significantly outperformed all ST groups across all experimental phases.
  • No significant differences in performance were observed between the different ST conditions.
  • Lower self-efficacy and higher stereotype endorsement were noted in specific ST groups.

Conclusions:

  • Multiple gender stereotype threats (ST) equally impair motor performance and learning in women with low domain identification.
  • Manipulating stereotype target and source does not differentially affect performance under threat.
  • Addressing stereotype threat is crucial for optimizing women's motor skill development.