Stereotype threat and lift effects on perceived ability and motor task performance of high school physical education students: the moderating role of stereotype endorsement and domain identification

Abstract

This study investigated the effects of stereotype threat and lift on perceived ability and motor task performance, and tested the moderating effects of stereotype endorsement and domain identification. One hundred and twenty French high school students were randomly assigned to control, stereotype threat, or stereotype lift conditions, in a 3 (condition) × 2 (sex) study design. The results revealed a stereotype lift effect on boys’ performance moderated by domain identification and a stereotype threat effect on girls’ perceived ability moderated by domain identification and stereotype endorsement. Perceived ability did not mediate the effects of stereotype threat and lift on performance. Theoretical implications are discussed.