Efficacy of an expectancy-based training in mitigating the effect of explicit gender stereotype activation on motor learning in children

Abstract

This study was designed to explore whether increasing learners’ expectancies through delivering relatively easy criteria for success could mitigate the negative effect of explicitly activating gender stereotypes on motor learning. Fifty-four female participants (M_age: 9.42 years, SD = 0.49) were recruited from an elementary school through convenience sampling. During the first stage (day 1), all participants completed three low-kick trials of a soccer skill that served as the pre-test. Based on their pre-test scores, children were then randomly allocated to one of three groups: stereotype threat with enhanced expectancies (ST/EE), stereotype threat (ST), and nullified stereotype threat (NST). Prior to the practice stage, participants in the ST/EE and ST groups received explicit instructions emphasizing the natural superiority of boys/men in soccer. During the practice stage, participants in the ST/EE group were given relatively easy success criteria. In the second stage (day 2), participants completed the retention phase as part of the learning assessment. The results revealed that, after controlling for the pre-test kicking scores, the NST and ST/EE groups exhibited similar levels of motor learning (p = 0.76). However, both the ST/EE group (p = 0.046) and the NST group (p = 0.007) outperformed the ST group. These findings suggest that enhancing children’s expectancies can effectively counteract the adverse effects of gender-stereotypical threats on motor learning, providing valuable insights for educational interventions and practices.