Influence of Motherhood on the Implicit Academic Self-Concept of Female College Students: Distinct Effects of Subtle Exposure to Cues and Directed Thinking

Autor/inn/en	Devos, Thierry; Viera, Erin; Diaz, Priscila; Dunn, Roger
Titel	Influence of Motherhood on the Implicit Academic Self-Concept of Female College Students: Distinct Effects of Subtle Exposure to Cues and Directed Thinking
Quelle	In: European Journal of Psychology of Education, 22 (2007) 3, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	College Students; Cues; Mothers; College Graduates; Identification (Psychology); Cognitive Processes; Self Concept; Academic Aspiration; Sex Role; Measures (Individuals); Context Effect; Academic Achievement + Suchen Sie Ihr Suchwort? Collegestudent; Stichwort; Mother; Mutter; Hochschulabsolvent; Hochschulabsolventin; Cognitive process; Kognitiver Prozess; Selbstkonzept; Geschlechterrolle; Messdaten; Schulleistung
Abstract	Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments, college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55) showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment 2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic self-concept. More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects. This research contributes to a better understanding of contextual influences on the academic self-concept of college women and their potential implications for academic performances. (Contains 2 figures and 3 notes.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10