Dario Cvencek
Biographic Data
| ID | 5448641 |
|---|---|
| NAME | Dario Cvencek |
| GIVEN NAMES | Dario |
| FAMILY NAME | Cvencek |
| SIGNATURE | CVENCEK D |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-0073-5862 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
New online tools to assess children’s implicit social cognition
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, a…
Development of children’s implicit and explicit attitudes toward healthy food
This cross-sectional study investigates the implicit and explicit food attitudes of 1,412 Croatian children (5-9 years old) and extends our knowledge regarding how those attitudes relate to food behavior, while accounting for the potential influence of age and environmental variables such as watching television and poverty. While our findings corroborate previous work to show that children's explicit attitudes tend to be more positive toward unhe…
Early Sources of Children’s Math Achievement in Chile
Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math…
Meta-Analytic Use of Balanced Identity Theory to Validate the Implicit Association Test
This meta-analysis evaluated theoretical predictions from balanced identity theory (BIT) and evaluated the validity of zero points of Implicit Association Test (IAT) and self-report measures used to test these predictions. Twenty-one researchers contributed individual subject data from 36 experiments (total N = 12,773) that used both explicit and implicit measures of the social–cognitive constructs. The meta-analysis confirmed predictions of BIT’…
Development of Math Attitudes and Math Self-Concepts
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted m…
Chilean kindergarten children’s beliefs about mathematics
This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners ( M age = 5.6 years) of low and high SES…
Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity
The Development of Math–Race Stereotypes
Sixty elementary‐school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math , but only adolescents personally endorsed this stereotype. On the implicit …
Math–Gender Stereotypes in Elementary School Children
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math–gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on …
Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity
The Development of Math–Race Stereotypes
Sixty elementary‐school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math , but only adolescents personally endorsed this stereotype. On the implicit …
Chilean kindergarten children’s beliefs about mathematics
This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners ( M age = 5.6 years) of low and high SES…
Development of children’s implicit and explicit attitudes toward healthy food
This cross-sectional study investigates the implicit and explicit food attitudes of 1,412 Croatian children (5-9 years old) and extends our knowledge regarding how those attitudes relate to food behavior, while accounting for the potential influence of age and environmental variables such as watching television and poverty. While our findings corroborate previous work to show that children's explicit attitudes tend to be more positive toward unhe…
Math–Gender Stereotypes in Elementary School Children
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math–gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on …
The Development of Math–Race Stereotypes
Sixty elementary‐school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math , but only adolescents personally endorsed this stereotype. On the implicit …
Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity
Chilean kindergarten children’s beliefs about mathematics
This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners ( M age = 5.6 years) of low and high SES…
Early Sources of Children’s Math Achievement in Chile
Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math…
Meta-Analytic Use of Balanced Identity Theory to Validate the Implicit Association Test
This meta-analysis evaluated theoretical predictions from balanced identity theory (BIT) and evaluated the validity of zero points of Implicit Association Test (IAT) and self-report measures used to test these predictions. Twenty-one researchers contributed individual subject data from 36 experiments (total N = 12,773) that used both explicit and implicit measures of the social–cognitive constructs. The meta-analysis confirmed predictions of BIT’…
Development of Math Attitudes and Math Self-Concepts
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted m…
Development of children’s implicit and explicit attitudes toward healthy food
This cross-sectional study investigates the implicit and explicit food attitudes of 1,412 Croatian children (5-9 years old) and extends our knowledge regarding how those attitudes relate to food behavior, while accounting for the potential influence of age and environmental variables such as watching television and poverty. While our findings corroborate previous work to show that children's explicit attitudes tend to be more positive toward unhe…
Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, a…
New online tools to assess children’s implicit social cognition
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
Psychology (11 works) · Developmental psychology (9 works) · Social Psychology (8 works) · Social and Intergroup Psychology (6 works) · Cognitive psychology (4 works) · Education, Achievement, and Giftedness (4 works) · Academic achievement (3 works) · Cultural Differences and Values (3 works) · Gender Roles and Identity Studies (3 works) · Implicit attitude (3 works)