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Effects of benevolent sexism (BS) were investigated on math motivation in 8th and 9th grade girls in Japan. They (N=100) read one of two scenarios where math teacher praised them for high performance on a math exam, by saying, “Good job!” In the BS condition, the teacher added an extra remark, “Despite being a girl.” After reading the scenarios, girls reported their emotions, math motivations, their own BS attitudes, and self-esteem. Girls in the BS condition (vs. control condition) showed lower math motivation, lower positive emotions and more negative emotions. Emotions mediated the effect of the BS remark on math motivation. While girls’ BS attitudes did not have a significant effect, those with low self-esteem were severely, negatively affected by the BS remark.
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