In recent years, the intersection of psychology, gender studies, and motor learning has drawn significant scholarly attention, aiming to unravel the complex mechanisms by which societal expectations influence individual performance. A groundbreaking study led by Behbahanabadi, Saemi, and Doustan delves into the pervasive effects of gender stereotype threat on women’s motor learning capabilities, perceived competence, and self-efficacy. Published in BMC Psychology, this 2025 research rigorously examines whether boosting expectancy can counteract the detrimental consequences stereotypic beliefs have on women’s ability to acquire and master motor skills.
At its core, stereotype threat is a phenomenon well-documented within cognitive and social psychology: when individuals are aware of negative stereotypes about their group’s abilities in a specific domain, their performance can be adversely affected. This study specifically targets the realm of motor learning—a domain crucial not only for athletic performance but also everyday functional skills—seeking to establish whether psychological interventions that enhance expectancy can neutralize or mitigate these effects. The findings promise to revolutionize approaches in education, sports, rehabilitation, and workplace training environments where gender disparities in motor skills are prevalent.
The research delineates motor learning as a highly dynamic and adaptive process, dependent on both physical practice and psychological factors. Typically, motor learning involves the acquisition of new motor skills or the refinement of existing ones through repetition and feedback. However, perceived competence—the belief in one’s capability to succeed—plays a pivotal role in this process. Women under the influence of negative gender stereotypes often experience reduced self-efficacy, a concept referring to one’s confidence in their ability to perform a specific task. This diminished self-efficacy has been shown to impair not only short-term performance but long-term skill acquisition.
Behbahanabadi and colleagues took an innovative approach by introducing “enhanced expectancy” interventions—psychological strategies aimed at boosting the participant’s anticipation of successful learning and mastery. These interventions manipulate the learner’s mindset to combat the internalized limiting beliefs associated with stereotype threat. The study employed rigorous experimental designs, engaging female participants in motor learning tasks while subjecting them to different expectancy conditions. By measuring performance metrics, perceived competence, and self-efficacy throughout the trial, the study offers a comprehensive view of how positive expectancy influences motor acquisition.
The implications of this research extend beyond academic curiosity. In practical terms, the study highlights the importance of mindset and environmental cues in shaping women’s engagement with motor learning activities. In fields traditionally dominated by men—be it certain sports, technical skills, or manual tasks—gender stereotypes often create barriers that dampen women’s motivation and performance. By demonstrating that enhancing expectancy can serve as a buffer against these stereotypes, the research proposes a scalable intervention with potential applications across educational and professional domains.
Notably, the study situates its findings within the broader context of neuroplasticity—the brain’s ability to reorganize itself by forming new neural connections in response to learning and experience. When stereotype threat undermines self-efficacy, it can impede the neuroplastic processes that underlie motor learning. Enhanced expectancy, by fostering a positive outlook, may facilitate neural adaptations that support skill acquisition. This neurobiological perspective offers a compelling mechanism for the observed psychological effects and underscores the interplay between mindset and brain function.
The scope of the study also encompasses emotional and motivational components. Gender stereotype threat often triggers anxiety, self-doubt, and a performance-avoidance orientation, which are detrimental to learning. In contrast, enhanced expectancy cultivates a motivational climate that encourages persistence, effort, and adaptive responses to errors. By transforming the learning environment, this approach addresses not only cognitive and neural components but also affective dimensions, creating a holistic framework for understanding and optimizing motor learning among women.
In terms of methodology, the researchers employed standardized motor tasks designed to isolate specific learning components, such as speed, accuracy, and coordination. Subjects were randomly assigned to groups that either received enhanced expectancy instructions or a control condition with neutral framing. Data collection incorporated quantitative performance measures alongside psychological scales assessing perceived competence and self-efficacy. This multifaceted analysis enabled the team to capture subtle shifts in performance trajectories and underlying mental states.
One of the groundbreaking aspects of the study is its nuanced consideration of stereotype threat beyond mere performance decrement to include its insidious effects on self-perception. The research reveals that stereotype-induced reductions in perceived competence create a negative feedback loop, where lowered confidence leads to poorer performance, thus reinforcing stereotypes. Enhanced expectancy interventions disrupt this cycle by instilling belief in success prospects, thereby promoting a positive feedback mechanism essential for continued learning and growth.
The research also highlights important social implications related to equity and inclusion. Women’s underrepresentation and underperformance in motor-related fields is often attributed to innate differences; however, this study provides compelling evidence that psychological factors rooted in social expectations play a significant role. By addressing expectancy, educators and practitioners can promote gender equity by empowering women to overcome stereotype-induced barriers. This paradigm shift challenges long-held assumptions and opens pathways for systemic change in how motor skills are taught and evaluated.
Furthermore, the study opens avenues for further research exploring the durability and generalizability of expectancy interventions. Questions remain about how lasting the mitigation effects are, which factors moderate their success, and how culturally specific these findings might be. Future studies could explore longitudinal designs, cross-cultural validations, and integration with other cognitive-behavioral techniques to deepen understanding and enhance practical applications.
Importantly, the team discusses the ethical considerations of stereotype threat research, advocating for responsible communication of findings to avoid reinforcing harmful stereotypes inadvertently. The study’s positive framing emphasizes the potential for intervention and growth, aligning with best practices in psychological research aimed at social betterment. This reflective approach adds credibility and sensitivity to an area often fraught with contentious debates.
In conclusion, the 2025 publication by Behbahanabadi, Saemi, Doustan, et al., represents a significant advancement in the understanding of how psychological factors interplay with motor learning under the influence of gender stereotypes. By demonstrating that enhanced expectancy can effectively mitigate the negative impacts on women’s motor skill acquisition, perceived competence, and self-efficacy, the study not only advances scientific knowledge but offers practical solutions for educators, coaches, and policymakers. As societies continue to strive for gender equality, such evidence-based approaches underscore the power of mindset and the potential for transformation beyond traditional boundaries.
This research piece stands as a call to action for multidisciplinary integration, where psychological insights inform pedagogical strategies, and neuroscientific findings guide social interventions. The implications resonate in classrooms, sports arenas, rehabilitation centers, and workplaces worldwide, inviting stakeholders to reconceptualize motor learning through the lens of expectancy and stereotype resilience. With continued exploration and implementation, the findings hold promise for fostering environments where all individuals, regardless of gender, can achieve their fullest potential.
Subject of Research: The study investigates the impact of gender stereotype threat on women’s motor learning, perceived competence, and self-efficacy, and assesses whether enhanced expectancy interventions can mitigate these negative effects.
Article Title: Does enhanced expectancy mitigate the negative impact of gender stereotype threat on women’s motor learning, perceived competence and self-efficacy?
Article References:
Behbahanabadi, M., Saemi, E., Doustan, M. et al. Does enhanced expectancy mitigate the negative impact of gender stereotype threat on women’s motor learning, perceived competence and self-efficacy?
BMC Psychol 13, 1112 (2025). https://doi.org/10.1186/s40359-025-03308-5
Image Credits: AI Generated
