Dario Cvencek
University of Washington
Developmental psychologySocial psychology (sociology)PsychologyPsychometricsCognitive psychologyStandardized testImplicit attitudeSelf-conceptStereotypeSelf-esteemTest (assessment)Depression (differential diagnoses)Implicit-association testGender identityMathematical abilityImplicit explicitAnxietyClinical psychologySocial psychologySocial cognitionSocial identity theory
26Publications
11H-index
921Citations
Publications 26
Newest
#1Dario Cvencek (UW: University of Washington)H-Index: 11
#2Ružica Brečić (University of Zagreb)H-Index: 5
Last. Andrew N. Meltzoff (UW: University of Washington)H-Index: 112
view all 4 authors...
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 math grades, and implicit attitudes accounted for a...
1 CitationsSource
#1Azure Reid-Russell (Harvard University)
#2Adam Bryant Miller (UNC: University of North Carolina at Chapel Hill)H-Index: 17
Last. Katie A. McLaughlin (Harvard University)H-Index: 93
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Identifying the potential pathways linking childhood abuse to depression and suicidal ideation is critical for developing effective interventions. This study investigated implicit self-esteem-unconscious valenced self-evaluation-as a potential pathway linking childhood abuse with depression and suicidal ideation. A sample of youth aged 8-16 years (N = 240) completed a self-esteem Implicit Association Test (IAT) and assessments of abuse exposure, and psychopathology symptoms, including depression...
Source
#1Dario Cvencek (UW: University of Washington)H-Index: 11
#2Andrew N. Meltzoff (UW: University of Washington)H-Index: 112
Last. Anthony G. Greenwald (UW: University of Washington)H-Index: 111
view all 21 authors...
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 t...
1 CitationsSource
#1Dario Cvencek (UW: University of Washington)H-Index: 11
#2Anthony G. Greenwald (UW: University of Washington)H-Index: 111
Last. Andrew N. Meltzoff (UW: University of Washington)H-Index: 112
view all 4 authors...
Abstract This longitudinal study examined early social–cognitive markers that might be associated with the emergence of childhood depression and anxiety. At 5 years of age, 137 children completed an implicit self-esteem measure. At 9 years of age, the same children completed measures of implicit self-esteem, explicit self-esteem, depression, and anxiety. Two novel findings emerged. First, higher implicit self-esteem at age 5 than explicit self-esteem at age 9 (implicit > explicit discrepancy) wa...
1 CitationsSource
#1Dario Cvencek (UW: University of Washington)H-Index: 11
#2Jesús Paz-Albo (URJC: King Juan Carlos University)H-Index: 2
Last. Andrew N. Meltzoff (UW: University of Washington)H-Index: 112
view all 6 authors...
Children’s math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children’s math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent interve...
1 CitationsSource
#1Dario CvencekH-Index: 11
#2Anthony G. GreenwaldH-Index: 111
Source
#1M. Francisca del Río (UDP: Diego Portales University)H-Index: 5
#2María Inés Susperreguy (UC: Pontifical Catholic University of Chile)H-Index: 10
Last. Andrew N. Meltzoff (UW: University of Washington)H-Index: 112
view all 7 authors...
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-co...
Source
#1Dario CvencekH-Index: 11
#2Craig D. MaddoxH-Index: 1
Last. Anthony G. GreenwaldH-Index: 111
view all 3 authors...
#1Anthony G. GreenwaldH-Index: 111
#2Brendl MH-Index: 1
Last. Reinout W. WiersH-Index: 87
view all 24 authors...
3 CitationsSource
#1M. Francisca del Río (UDP: Diego Portales University)H-Index: 5
#2Katherine Strasser (UC: Pontifical Catholic University of Chile)H-Index: 14
Last. Andrew N. Meltzoff (UW: University of Washington)H-Index: 112
view all 5 authors...
: 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 (Mage = 5.6 years) of low and high SES completed both implicit and explicit measures of ...
9 CitationsSource