|Abstract. Individuals threatened by a negative stereotype experience a deficit
in performance on a variety of tasks (Spencer, Steele, & Quinn, 1999; Steele & Aronson, 1995). The present study observed the role of self-regulation in
stereotype threat effects for a simple, intellectual task. The sample included 72 women enrolled in introductory psychology courses at a mid-sized university
in the Eastern United States. Participants completed measures of perceived math competence, as well as self-regulatory depletion math performance tasks. A
performance boost was observed in non-depleted conditions for math competent women under stereotype threat. This boost was explained in terms of a task
difficulty moderator effect on stereotype threat.