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Study 1 Wise Versus Unwise Critical Feedback to Minority Students
Study 3 Wise Versus Unwise Critical Feedback to Female Science Majors
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ability academic ANOVA Aronson assurance only condition assuring students attributional ambiguity attributions of bias Black and White Black students capacity to reach Claude Steele components composite critical feedback criticism condition interaction Criticism Criticism criticism plus assurance criticism plus positive dependent measures Doctor of Philosophy Dweck eigenvalue evaluator explicit invocation facing negative stereotypes fairness feedback condition gender X criticism identification with writing interaction effect invocation of high learned helplessness Lepper male mentor minority students motivation and identification participants perceptions positive buffer condition post-manipulation praise pre-manipulation predicted principal components analysis race X condition racial or gender rated the reviewer ratings of bias reach those standards received critical receiving unbuffered criticism relevant reported second session self-efficacy self-rated presentation quality significant Social Psychology specific Steele stereotype threat stereotype-threatened students student's capacity students received task motivation teacher two-faceted intervention Tyler unbuffered criticism condition variance White students wise criticism condition women writing skills