devoted a high amount of effort into completing the task. However, this proposed study does not only look at how stereotypes impact effort, but how stereotypes impact learning strategies within the framework of self-regulated learning. Finally, in the self-evaluation/reflection phase of self-regulated learning the student his/her performance and based on that information, make changes to their behaviors/cognitions in the forethought and performance phase for future tasks. A critical component in this phase is called attributions, which refers to the explanations that a student makes to explain a particular outcome. Specifically, attributions can be conceptualized as controllable (effort) or uncontrollable (luck), stable (ability) or unstable (effort), and external (luck) or internal (ability). The most adaptive attributions are those that are unstable, internal, and controllable, such as effort while the most maladaptive attributions are those that are stable, external, and uncontrollable, such as luck (Schunk, Pintrich, & Meece 2008). Specifically, students tend to achieve higher and take more control over their learning when they perceive that they are responsible for their own learning and that their academic outcomes. However, these positive attributions that one makes may differ according to stereotypes. Specifically, in terms of gender, Sabine, Muller, and Sieverding (2008) found that women in a stereotype threat condition had attributed their personal failure to more maladaptive outcomes and attributed failure men’s to more external outcomes than other women in a non stereotype threat condition. These stereotype effects may relate to stigma consciousness because students who have high expectations to be stereotyped may form more maladaptive attributions to success and failure. However, little research exists in terms of attributions for outcomes in the context of stereotypes in natural settings.
devoted a high amount of effort into completing the task. However, this proposed study does not only look at how stereotypes impact effort, but how stereotypes impact learning strategies within the framework of self-regulated learning. Finally, in the self-evaluation/reflection phase of self-regulated learning the student his/her performance and based on that information, make changes to their behaviors/cognitions in the forethought and performance phase for future tasks. A critical component in this phase is called attributions, which refers to the explanations that a student makes to explain a particular outcome. Specifically, attributions can be conceptualized as controllable (effort) or uncontrollable (luck), stable (ability) or unstable (effort), and external (luck) or internal (ability). The most adaptive attributions are those that are unstable, internal, and controllable, such as effort while the most maladaptive attributions are those that are stable, external, and uncontrollable, such as luck (Schunk, Pintrich, & Meece 2008). Specifically, students tend to achieve higher and take more control over their learning when they perceive that they are responsible for their own learning and that their academic outcomes. However, these positive attributions that one makes may differ according to stereotypes. Specifically, in terms of gender, Sabine, Muller, and Sieverding (2008) found that women in a stereotype threat condition had attributed their personal failure to more maladaptive outcomes and attributed men’s failure to more external outcomes than other women in a non stereotype threat condition. These stereotype effects may relate to stigma consciousness because students who have high expectations to be stereotyped may form more maladaptive attributions to success and failure. However, little research exists in terms of attributions for outcomes in the context of stereotypes in natural settings.
Huie_PreProposalIdeaPaper_1_12_2011.docx