The Effect of Stereotype Threat and Conception of Ability on Working Memory and Soccer Dribbling Learning in Female Students

Mohammadzade, Hassan; Soltanifar, Sara; Afazeli, Zahra

doi:10.22059/jsmdl.2025.387711.1818

The Effect of Stereotype Threat and Conception of Ability on Working Memory and Soccer Dribbling Learning in Female Students

Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license

Authors

Hassan Mohammadzade ¹

Sara Soltanifar ²

Zahra Afazeli ³

¹ Department of Motor behavior and sports Management, Faculty of Sport Sciences, University of Urmia, Urmia, Iran.

² Department of Motor Behavior, Faculty of Sport Sciences , Urmia University, Urmia, Iran.

³ Department of Motor Behavior , Faculty of Sport Sciences , Urmia University, Urmia, Iran.

https://doi.org/10.22059/jsmdl.2025.387711.1818

Abstract

Introduction: This study aimed to determine the effects of gender stereotype threat and conceptions of ability on motor performance and working memory in adolescent girls.
Methods: Ninety female students (mean age = 14.02 years, SD = 1.17) were randomly assigned to a gender stereotype threat group and a control group. The stereotype threat group was further randomly divided into two implicit stereotype-threat subgroups (male examiner–female referee / female examiner–male referee). Subsequently, the implicit stereotype threat subgroups and the control group were randomly assigned to the inherent- and acquired-ability subgroups. The tasks included soccer dribbling and the n‑back test. In the pretest, participants performed one block of five trials of dribbling and the n‑back test. During the practice phase, 12 blocks of five trials were completed. Forty‑eight hours later, retention and transfer tests were administered. The N‑back test was also completed in the pretest and posttest.
Results: The results showed that the induction of inherent and acquired stereotype threat during the acquisition phase did not produce a significant difference in dribbling performance compared to the control group. However, a significant difference was observed in the time and error scores of dribbling in the retention and transfer tests. On the other hand, no significant effects of gender stereotype threat or ability conceptions were found on working memory.
Conclusion: Implicit activation of gender stereotypes does not always lead to negative consequences. Although the effects of stereotype threat appear to be strong, they may be mediated by different mechanisms. Thus, the effect of stereotype threat on performance may be influenced by several factors (task difficulty, task nature, individual differences, etc.).

Keywords

Keywords: Motor Skill

Stereotype Threat

Working Memory

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