The stereotyped task engagement process: The role of interest and achievement motivation.

Competence-based stereotypes can negatively affect women’s performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects of stereotype threat on interest, a motivational path not necessarily mediated by performance. They predicted that working on a computer science task in the context of math–gender stereotypes would negatively affect undergraduate women’s task interest, particularly for those higher in achievement motivation who were hypothesized to hold performance-avoidance goals in response to the threat. Compared with when the stereotype was nullified, while under stereotype threat an assigned perfor-mance-avoidance (vs.-approach) goal was associated with lower interest for women higher in achieve-ment motivation (Study 1), and women higher (vs. lower) in achievement motivation were more likely to spontaneously adopt performance-avoidance goals (Study 2). The motivational influence of perfor-mance-avoidance goals under stereotype threat was primarily mediated by task absorption (Study 3). Implications for the stereotyped task engagement process (Smith, 2004) are discussed.