Examining the moderating role of regulatory fit on stereotype threat among Ugandan adolescents.

Abstract

Prior research in Western contexts has tested the hypothesis that stereotype threat induces a prevention focus and that in contexts where both prevention focus and stereotype threat are simultaneously activated, members of stereotyped groups experience a performance boost due to the fit between one's goal orientation and the task demands (i.e. regulatory fit or stereotype fit). The present Study tested this hypothesis with high school students in Uganda, East Africa. Study findings revealed that in this cultural context where high-stakes testing fosters a predominantly promotion-focused testing culture, individual differences in regulatory focus interacted with the broader cultural, regulatory focus test culture to impact student performance.