Gender Differences in Achievement Goals and Performances in English Language and Mathematics of Senior Secondary Schools Students in Borno State, Nigeria

ERIC Educational Resources Information Center

Musa, Alice K. J.; Dauda, Bala; Umar, Mohammad A.

2016-01-01

The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students' academic performances in English Language, Mathematics and overall academic performance as well as…

Gender plays no role in student ability to perform on computer-based examinations

PubMed Central

Kies, Susan M; Williams, Benjamin D; Freund, Gregory G

2006-01-01

Background To see if there is a difference in performance when students switch from traditional paper-and-pencil examinations to computer-based examinations, and to determine whether there are gender differences in student performance in these two examination formats. Methods This study involved first year medical students at the University of Illinois at Urbana-Champaign over three Academic Years 2002–03/2003–04 and 2003–05. Comparisons of student performance by overall class and gender were made. Specific comparisons within courses that utilized both the paper-and-pencil and computer formats were analyzed. Results Overall performance scores for students among the various Academic Years revealed no differences between exams given in the traditional pen-and-paper and computer formats. Further, when we looked specifically for gender differences in performance between these two testing formats, we found none. Conclusion The format for examinations in the courses analyzed does not affect student performance. We find no evidence for gender differences in performance on exams on pen-and-paper or computer-based exams. PMID:17132169

The Influence of Cooperative Problem Solving on Gender Differences in Achievement, Self-Efficacy, and Attitudes toward Mathematics in Gifted Students.

ERIC Educational Resources Information Center

Garduno, Edna Leticia Hernandez

2001-01-01

Examination of gender differences in self-efficacy, attitudes toward mathematics, and achievement of 48 gifted 7th and 8th grade students after participating in a 2-week course on probability and statistics found no differences in achievement or self-efficacy between cooperative learning mixed gender or single gender groups. Differences in…

Research-Based Assessment of Students' Beliefs about Experimental Physics: When Is Gender a Factor?

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Lewandowski, H. J.

2016-01-01

The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and persists in their postinstruction responses. However, one area in which the presence of gender differences…

Differences in gender participation in college physical science laboratory as perceived by students and instructors

NASA Astrophysics Data System (ADS)

Gifford, Fay Evan

The purpose of this study was to determine the difference in gender participation in the college physical science laboratory as perceived by students. The sample n this study consisted of 168 college sophomore architecture students (56 males and 33 females) and engineering students (61 males and 18 females). Depending on the type of information desired, a number of analyses were used including independent samples t-test, two-way Anova, general linear model analysis, Univariate analysis of variance, and descriptive statistics. In the analysis of data for the first fourteen questions of the questionnaire, which are called descriptive data, both gender and academic discipline differences were examined. It was found both genders picked personal choice as the role they played in the lab, and they were recorder, computer operator, and set up. There was no major difference here for the two disciplines except for engineers (by four to one over the architectures), who thought one member took the lead and assigned the role. There was no statistically significant difference in attitude toward group laboratory work between the two genders, but there was a significant difference by academic discipline here. There was a significant difference between genders for the way that students were assigned to small groups (i.e., the females would prefer the professor assign the role). For the open-ended student question dealing with suggestions for improving student participation in the labs, about one-third responded. One major difference between the disciplines was the architectural students by a twenty to one ratio over the engineers thought they didn't need a physics lab. For Hypothesis 4, there was a general agreement between the students' and the instructors' that there was not a difference in the students' gender responses and the instructors'. For Hypothesis 5, the responses from the four special gender questions for the students and instructors show that the males don't agree with the instructors on any of the four questions, but the females agree with the instructors on two of the questions.

Gender differences and the definition of success: male and female veterinary students' career and work performance expectations.

PubMed

Kogan, Lori R; McConnell, Sherry L; Schoenfeld-Tacher, Regina

2004-01-01

This article addresses the challenges that gender performance expectations create within the veterinary profession. An investigation of veterinary students' perceptions of the essential characteristics that define successful veterinarians and veterinary students, and the gender differences within these definitions, is described. Because previous research supports the premise that the standards required for success differ for males and females, it is likely that male and female veterinary students possess different career expectations and definitions of career success. The ramifications of these differences are explored, and proposed strategies to address this issue, in the form of student support services, are discussed.

Gender Differences in Interest and Knowledge Acquisition: The United States, Taiwan, and Japan.

ERIC Educational Resources Information Center

Evans, E. Margaret; Schweingruber, Heidi; Stevenson, Harold W.

2002-01-01

Investigated the relationship between interest and knowledge among 11th graders from cultures differing in strength of gender-role stereotypes and endorsement of effort- versus interest-based learning. Data on Japanese, Taiwanese, and U.S. students indicated that gender more strongly related to Asian students' than U.S. students' scores. There…

Does Gender Impact Business Students' Perceptions of Teaching Effectiveness?

ERIC Educational Resources Information Center

Korte, Leon; Lavin, Angeline; Davies, Thomas

2013-01-01

While there are certainly differences of opinion regarding teaching effectiveness, the goal of this study is to investigate whether there is consistency or differences in opinion based on the gender of the student doing the evaluation of the instructor or the gender of the instructor being evaluated. This paper summarizes the gender-based findings…

Gender Difference and Student Writing.

ERIC Educational Resources Information Center

Flynn, Elizabeth A.

An exploratory study examined gender differences in writing in the essays of five male and five female freshman composition students. The findings suggest parallels between the writing and speaking behaviors of men and women students and between student writing and the work of male and female professional writers. The male students made few…

Gender Differences and the Awareness of Plagiarism in Higher Education

ERIC Educational Resources Information Center

Jereb, Eva; Urh, Marko; Jerebic, Janja; Šprajc, Polona

2018-01-01

Plagiarism is increasingly prevalent in the educational and research culture in higher education. Students are more and more looking for quick solutions when writing research papers and theses. In this paper, students' awareness of plagiarism and possible gender differences in this awareness are presented. Gender differences in plagiarism…

Black Boundary Lines: Race, Class and Gender among Black Undergraduate Students

ERIC Educational Resources Information Center

Morales, Erica Marie

2012-01-01

Intra-group differences among Black undergraduate students remain understudied. To gain a more nuanced understanding of Black student life, we must examine how other social locations, like gender and class, connect to the racialized experiences of Black students. This dissertation argues that for Black students, class and gender, along with race,…

Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence.

PubMed

Ryan, Allison M; Shim, S Serena; Lampkins-Uthando, Shawn A; Thompson, Geneene N; Kiefer, Sarah M

2009-07-01

The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence.

Gender Differences in Public Relations Students' Career Attitudes: A Benchmark Study.

ERIC Educational Resources Information Center

Farmer, Betty; Waugh, Lisa

1999-01-01

Explores students' perceptions of gender issues in public relations. Finds that there were no statistically significant differences in male and female students' desires to perform managerial activities, but there were statistically significant differences in several areas (i.e. female students expect to earn less money starting out and to be…

Using a psychometric lens to examine gender differences on the FCI

NASA Astrophysics Data System (ADS)

Lindell, Rebecca; Papak, Alexis; Stewart, John; Traxler, Adrienne

2017-01-01

Multiple research studies show that there appears to be an inherent difference between male and female students' performance on the Force Concept Inventory (FCI). Unlike these studies, we chose to create two different samples, one with only female students and the other with only male students, to reduce the effects of the gender-imbalance inherent in a single sample of all physics students. Using a psychometric lens, we evaluate the differences between the male and female students' performance on the FCI. We utilized classical test theory to flag 13 items on the FCI that were poorly functioning for female students. Notably, most of these items were not flagged when the dataset was aggregated across genders. In the next stage of the research, we utilized Item Response Theory (IRT) to discover if the remaining 17 items on the FCI are also poorly functioning for female students. By eliminating the poorly functioning items on the FCI, we further examined the gender difference of the Force Concept Inventory.

A reversed gender pattern? A meta-analysis of gender differences in the prevalence of non-suicidal self-injurious behaviour among Chinese adolescents.

PubMed

Yang, Xueyan; Feldman, Marcus W

2017-07-28

A reversed gender pattern has been observed in the suicide rate in China compared to elsewhere. Like suicidal behaviour, non-suicidal self-injurious (NSSI) behaviour is a health-risk behaviour. We examined whether a reversed gender pattern existed in the prevalence of NSSI. Online literature databases were searched for English and Chinese articles on NSSI behaviours among the Chinese. A meta-analysis with a random-effects model and a subgroup analysis were used to estimate the odds ratios of gender differences in NSSI prevalence among Chinese adolescents including college students, middle school students, and clinical samples, as well as rural, urban, and Hong Kong middle school students. There was a male bias in NSSI prevalence among college students (OR = 1.56, 95% CI = [1.30, 1.87], p < 0.001), and a female bias among middle school students (OR = 0.83, 95% CI = [0.73, 0.94], p < 0.01), but there was no gender difference among clinical samples (OR = 0.88, 95% CI = [0.41, 1.89], p > 0.1). The NSSI prevalence among middle school students had a female bias in the rural (OR = 0.58, 95% CI = [0.47, 0.72], p < 0.001) and Hong Kong areas (OR = 0.91, 95% CI = [0.86, 0.96], p < 0.001), with the gender difference in NSSI prevalence in the Hong Kong areas being greater than in rural areas. No gender difference in NSSI prevalence was found in urban areas (OR = 1.01, 95% CI = [0.84, 1.22], p > 0.1) among middle school students. Our analysis indicated the existence of specific gender and age patterns in NSSI prevalence among Chinese adolescents. The sample type, age, and the areas that have different gender norms and culture could partly explain this pattern.

A multilevel examination of gender differences in the association between features of the school environment and physical activity among a sample of grades 9 to 12 students in Ontario, Canada

PubMed Central

2012-01-01

Background Creating school environments that support student physical activity (PA) is a key recommendation of policy-makers to increase youth PA. Given males are more active than females at all ages, it has been suggested that investigating gender differences in the features of the environment that associate with PA may help to inform gender-focused PA interventions and reduce the gender disparity in PA. The purpose of this cross-sectional study was to explore gender differences in the association between factors of the school environment and students' time spent in PA. Methods Among a sample of 10781 female and 10973 male students in grades 9 to 12 from 76 secondary schools in Ontario, Canada, student- and school-level survey PA data were collected and supplemented with GIS-derived measures of the built environment within 1-km buffers of the 76 schools. Results Findings from the present study revealed significant differences in the time male and female students spent in PA as well as in some of the school- and student-level factors associated with PA. Results of the gender-specific multilevel analyses indicate schools should consider providing an alternate room for PA, especially for providing flexibility activities directed at female students. Schools should also consider offering daily physical education programming to male students in senior grades and providing PA promotion initiatives targeting obese male students. Conclusions Although most variation in male and female students' time spent in PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers. More research investigating gender differentials in environment factors associated with youth PA are warranted. PMID:22272717

A multilevel examination of gender differences in the association between features of the school environment and physical activity among a sample of grades 9 to 12 students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott T; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2012-01-24

Creating school environments that support student physical activity (PA) is a key recommendation of policy-makers to increase youth PA. Given males are more active than females at all ages, it has been suggested that investigating gender differences in the features of the environment that associate with PA may help to inform gender-focused PA interventions and reduce the gender disparity in PA. The purpose of this cross-sectional study was to explore gender differences in the association between factors of the school environment and students' time spent in PA. Among a sample of 10781 female and 10973 male students in grades 9 to 12 from 76 secondary schools in Ontario, Canada, student- and school-level survey PA data were collected and supplemented with GIS-derived measures of the built environment within 1-km buffers of the 76 schools. Findings from the present study revealed significant differences in the time male and female students spent in PA as well as in some of the school- and student-level factors associated with PA. Results of the gender-specific multilevel analyses indicate schools should consider providing an alternate room for PA, especially for providing flexibility activities directed at female students. Schools should also consider offering daily physical education programming to male students in senior grades and providing PA promotion initiatives targeting obese male students. Although most variation in male and female students' time spent in PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers. More research investigating gender differentials in environment factors associated with youth PA are warranted.

Experimental Study of Gender Effects on Language Use in College Students' Email to Faculty

ERIC Educational Resources Information Center

Thomas-Tate, Shurita; Daugherty, Timothy K.; Bartkoski, Timothy J.

2017-01-01

Anecdotal reports have arisen regarding gender bias in electronic communication on college campuses. In an experiment designed to test language use in different gender contexts, participants were asked to compose an email to a professor whose gender had been experimentally manipulated. Female students, but not male students, displayed lower…

Gender Differences in College Student Satisfaction. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Bean, John P.; Vesper, Nick

This study assessed gender differences in student satisfaction with college to further understand what contributes to student persistence and student outcomes. The study gathered data from 494 first and second year honors students (1,000 were originally surveyed) at a large midwestern research university. Of these, 175 were male and 319 were…

Gender differences in the acquisition of surgical skills: a systematic review.

PubMed

Ali, Amir; Subhi, Yousif; Ringsted, Charlotte; Konge, Lars

2015-11-01

Females are less attracted than males to surgical specialties, which may be due to differences in the acquisition of skills. The aim of this study was to systematically review studies that investigate gender differences in the acquisition of surgical skills. We performed a comprehensive database search using relevant search phrases and MeSH terms. We included studies that investigated the role of gender in the acquisition of surgical skills. Our search yielded 247 studies, 18 of which were found to be eligible and were therefore included. These studies included a total of 2,106 study participants. The studies were qualitatively synthesized in five categories (studies on medical students, studies on both medical students and residents, studies on residents, studies on gender differences in needed physical strength, and studies on other gender-related training conditions). Male medical students tended to outperform females, while no gender differences were found among residents. Gaming experience and interest in surgery correlated with better acquisition of surgical skills, regardless of gender. Although initial levels of surgical abilities seemed lower among females, one-on-one training and instructor feedback worked better on females and were able to help the acquisition of surgical skills at a level that negated measurable gender differences. Female physicians possess the required physical strength for surgical procedures, but may face gender-related challenges in daily clinical practice. Medical students are a heterogeneous group with a range of interests and experiences, while surgical residents are more homogeneous perhaps due to selection bias. Gender-related differences are more pronounced among medical students. Future surgical curricula should consider tailoring personalized programs that accommodate more mentoring and one-on-one training for female physicians while giving male physicians more practice opportunities in order to increase the output of surgical training and acquisition of surgical skills.

[Gender differences in the social relations of students].

PubMed

Bak, Nanna Hasle; Petersson, Birgit H; Dissing, Agnete Skovlund; Pedersen, Laura Toftegaard

2010-07-19

The aim of this study is to study gender differences in social network and social support among university students with a special view to social relations as a coping strategy for dealing with personal problems. A total of 1,126 (48%) medical, psychology and liberal arts students who initiated their studies in 2006 or 2007 participated in the study. Data derives from a student register and a questionnaire on social network and social support. Approximately 85% of the students visit friends weekly, and about 40% spend time with their family weekly. Nearly half of the students have a partner. More female than male medical students have a partner when initiating their studies. More than 80% of the students have experienced mental health or social problems in the past, more female than male medical and liberal arts students. More than half of the male students handle their personal problems by themselves, whereas female students receive more social support. Significant gender differences in social support are mostly found among medical and liberal arts students. The results suggest that male and female students use different coping strategies when dealing with social and mental health problems, and gender differences in social relations seem to be most widespread among medical and liberal arts students - why and how should be investigated further.

The Gender Lens: Development of a learning aid to introduce gender medicine.

PubMed

Weyers, Simone; Vervoorts, Anja; Dragano, Nico; Engels, Miriam

2017-01-01

Background and aim: Gender medicine takes into account biological and social differences between men and women in terms of prevalence and course of disease, diagnosis and therapy. Medical students should be made aware of this in the early stages of medical education. However, there is hardly any teaching material currently available. This article presents the adaption and first use of the German "Gender Lens," a tool to introduce gender medicine to medical students. Method: The original Canadian "Gender Lens Tool" was translated into German, tested by (n=5) teachers and adapted based on current scientific concepts. The instrument was applied and evaluated using qualitative methods in a student focus group (n=4). It was then piloted in a cohort of fourth-semester students (n=247) in a seminar addressing gender medicine. These experiences were evaluated using quantitative methods. Results: The German translation of the Gender Lens offers students a framework with which to analyze sex and gender differences in terms of the "prevalence, diagnosis, course, therapy and prevention" of a specific disease. Furthermore, it enables a refined search for causes such as "biological disposition, attitudes and behaviors, family and social networks, occupational and material circumstances and experiences with the health care system." Recommendations were received from the student groups regarding teaching methods. Male and female fourth-semester students agreed that the Gender Lens is useful as an introduction to gender medicine. Discussion: Initial experiences with the Gender Lens adapted for the German curriculum suggest that such a learning aid can contribute to raising awareness of gender medicine in medical students.

Gender Differences among Contributing Leadership Development Resources

ERIC Educational Resources Information Center

Thompson, Michael D.

2012-01-01

Gender differences among contributing student leadership development resources were examined within the context of theory-based perspectives of leadership-related attributes. The findings suggest that students' increased engagement with institutional constituencies cultivates an environment conducive to students' cognitive development toward…

Digital Native Students: Gender Differences in Mathematics and Gaming

ERIC Educational Resources Information Center

Yong, Su-Ting

2017-01-01

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data…

Student Engagement at a Large Suburban Community College: Gender and Race Differences

ERIC Educational Resources Information Center

Sontam, Varalakshmi; Gabriel, George

2012-01-01

Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible…

Gender Effects in Assessment of Economic Knowledge and Understanding: Differences among Undergraduate Business and Economics Students in Germany, Japan, and the United States

ERIC Educational Resources Information Center

Brückner, Sebastian; Förster, Manuel; Zlatkin-Troitschanskaia, Olga; Happ, Roland; Walstad, William B.; Yamaoka, Michio; Asano, Tadayoshi

2015-01-01

Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students' economic…

Computer Science and Engineering Students Addressing Critical Issues Regarding Gender Differences in Computing: A Case Study

ERIC Educational Resources Information Center

Tsagala, Evrikleia; Kordaki, Maria

2008-01-01

This study focuses on how Computer Science and Engineering Students (CSESs) of both genders address certain critical issues for gender differences in the field of Computer Science and Engineering (CSE). This case study is based on research conducted on a sample of 99 Greek CSESs, 43 of which were women. More specifically, these students were asked…

[Subjectivity of nursing college students' awareness of gender equality: an application of Q-methodology].

PubMed

Yeun, Eun Ja; Kwon, Hye Jin; Kim, Hyun Jeong

2012-06-01

This study was done to identify the awareness of gender equality among nursing college students, and to provide basic data for educational solutions and desirable directions. A Q-methodology which provides a method of analyzing the subjectivity of each item was used. 34 selected Q-statements from each of 20 women nursing college students were classified into a shape of normal distribution using 9-point scale. Subjectivity on the equality among genders was analyzed by the pc-QUANL program. Four types of awareness of gender equality in nursing college students were identified. The name for type I was 'pursuit of androgyny', for type II, 'difference-recognition', for type III, 'human-relationship emphasis', and for type IV, 'social-system emphasis'. The results of this study indicate that different approaches to educational programs on gender equality are recommended for nursing college students based on the four types of gender equality awareness.

Developing a magnetism conceptual survey and assessing gender differences in student understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2012-02-01

We discuss the development of a research-based conceptual multiple-choice survey of magnetism. We also discuss the use of the survey to investigate gender differences in students' difficulties with concepts related to magnetism. We find that while there was no gender difference on the pre-test. However, female students performed significantly worse than male students when the survey was given as a post-test in traditionally taught calculus-based introductory physics courses with similar results in both the regular and honors versions of the course. In the algebra-based courses, the performance of female and male students has no statistical difference on the pre-test or the post-test.

Should Test Anxiety Be Measured Differently for Males and Females? Examination of Measurement Bias across Gender on Measures of Test Anxiety for Middle and High School, and College Students

ERIC Educational Resources Information Center

Lowe, Patricia A.

2015-01-01

The present study examined measurement invariance across gender and gender differences on two measures of test anxiety developed for U.S. middle and high school, and college students. It was hypothesized that measurement invariance and gender differences would be found on the two measures of test anxiety, suggesting no separate scoring system is…

Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

ERIC Educational Resources Information Center

Abraham, Jessy; Barker, Katrina

2015-01-01

Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation,…

Gender Differences in Saving and Spending Behaviours of Thai Students

ERIC Educational Resources Information Center

Sereetrakul, Wilailuk; Wongveeravuti, Siriwan; Likitapiwat, Tanakorn

2013-01-01

Since males and females are raised differently by their parents (Thorne, 2003), gender roles may affect the saving and spending behaviours of male and female teenagers. The objective of this research was to study the gender differences in saving and spending behaviours of Thai students. This was an exploratory study where a questionnaire was used…

Business Students' Ranking of Reasons for Assessment: Gender Differences.

ERIC Educational Resources Information Center

Adams, Carl; Thomas, Richard; King, Karen

2000-01-01

Describes an explorative study to investigate the purposes of assessment as seen from the student perspective. Results showed strong correlation in the ranked reasons for assessment across gender and between the two institutions involved. Some significant differences in gender were observed in the top ranked reasons. Discusses possible extensions…

Gender Gaps in High School Students' Homework Time

ERIC Educational Resources Information Center

Gershenson, Seth; Holt, Stephen B.

2015-01-01

Gender differences in human capital investments made outside of the traditional school day suggest that males and females consume, respond to, and form habits relating to education differently. We document robust, statistically significant one-hour weekly gender gaps in secondary students' non-school study time using time diary data from the…

Gender Differences Regarding Peer Influence and Attitude toward Substance Abuse.

ERIC Educational Resources Information Center

Rienzi, Beth M.; And Others

1996-01-01

To investigate gender differences in acceptance of substance abuse behavior among adolescents, 968 students were administered a questionnaire to assess their perceptions. Results show that both genders felt that boys would be more approving of teenage substance abuse. Most students were disapproving of a teenager driving after drinking. Other…

Gender-Based Salary Differences in African American Senior Student Affairs Officers.

ERIC Educational Resources Information Center

Reason, Robert D.

2003-01-01

Study examined representation and salary differences related to gender for African American Senior Student Affairs Officers (SSAOs). Data from a national survey revealed gender and institutional size significantly affect mean SSAO salary for African American respondents. African American women SSAOs make significantly less than African American…

Gender Differences in the Relationships among Parenting Styles and College Student Mental Health

ERIC Educational Resources Information Center

Barton, Alison L.; Kirtley, Michael S.

2012-01-01

Objective: Levels of student depression may increase as stress increases; parenting styles may be one indirect source of stress. The authors examined the role of parenting style in relationship to student stress, anxiety, and depression, with focused attention on gender differences. Participants: Participants were 290 undergraduate students (58%…

Student and Professor Gender Effects in Introductory Business Statistics

ERIC Educational Resources Information Center

Haley, M. Ryan; Johnson, Marianne F.; Kuennen, Eric W.

2007-01-01

Studies have yielded highly mixed results as to differences in male and female student performance in statistics courses; the role that professors play in these differences is even less clear. In this paper, we consider the impact of professor and student gender on student performance in an introductory business statistics course taught by…

Body Dysmorphic Disorder: Gender differences and prevalence in a Pakistani medical student population

PubMed Central

Taqui, Ather M; Shaikh, Mehrine; Gowani, Saqib A; Shahid, Fatima; Khan, Asmatullah; Tayyeb, Syed M; Satti, Minahil; Vaqar, Talha; Shahid, Saman; Shamsi, Afreen; Ganatra, Hammad A; Naqvi, Haider A

2008-01-01

Background Body dysmorphic disorder (BDD) is a psychiatric disorder characterized by a preoccupation with an imagined or slight defect which causes significant distress or impairment in functioning. Few studies have assessed gender differences in BDD in a non clinical population. Also no study assessed BDD in medical students. This study was designed to determine the point prevalence of BDD in Pakistani medical students and the gender differences in prevalence of BDD, body foci of concern and symptoms of BDD. Methods The medical students enrolled in a medical university in Karachi, Pakistan filled out a self-report questionnaire which assessed clinical features of BDD. BDD was diagnosed according to the DSM-IV criteria. Results Out of the 156 students, 57.1% were female. A total of 78.8% of the students reported dissatisfaction with some aspect of their appearance and 5.8% met the DSM-IV criteria for BDD. The male to female ratio for BDD was 1.7. Regarding gender differences in body foci of concern, the top three reported foci of concern in male students were head hair (34.3%), being fat (32.8%), skin (14.9%) and nose(14.9%), whereas in females they were being fat (40.4%), skin (24.7%) and teeth (18%). Females were significantly more concerned about being fat (p = 0.005). Male students were significantly more concerned about being thin (p = 0.01) and about head hair (p = 0.012). Conclusion BDD is fairly common in our medical student population, with a higher prevalence in males. Important gender differences in BDD symptomatology and reported body foci of concern were identified which reflected the influence of media on body image perception. The impact of cultural factors on the prevalence as well as gender differences in BDD symptomatology was also established. PMID:18400091

Spatial ability mediates the gender difference in middle school students' science performance.

PubMed

Ganley, Colleen M; Vasilyeva, Marina; Dulaney, Alana

2014-01-01

Prior research has demonstrated a male advantage in spatial skills and science achievement. The present research integrated these findings by testing the potential role of spatial skills in gender differences in the science performance of eighth-grade students (13-15 years old). In (N = 113), the findings showed that mental rotation ability mediated gender differences in physical science and technology/engineering test scores. In (N = 73,245), science performance was examined in a state population of eighth-grade students. As in , the results revealed larger gender differences on items that showed higher correlations with mental rotation. These findings underscore the importance of considering spatial training interventions aimed at reducing gender differences in the science performance of school-aged children. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Creating the Conditions for Educational Change: Learning Styles and Gender

ERIC Educational Resources Information Center

Aviles, Rosa Maria Hervas; Moreno, Angela Hernandez

2010-01-01

This study identifies the learning styles of 1,289 secondary school students and indicates gender differences. Two conclusions were forthcoming: 1) the similar student distribution in each of the learning style typologies; 2) the significant differences that exist between the different styles of male and female secondary school students. Female…

Gender Differences in Pay Histories and Views on Pay Entitlement among University Students.

ERIC Educational Resources Information Center

Desmarais, Serge; Curtis, James

1997-01-01

Examines whether gender differences in recent pay experience influence entitlement views by providing different standards for female and male students' judgments of their entitlements. Responses from 309 undergraduate students reveal that income gaps in the full-time working world extended to their own recent work experiences and that these past…

Gendered Voices: Students' Descriptions of Sexual Harassment and University Life.

ERIC Educational Resources Information Center

Mulvey, Anne; And Others

Research suggests that male and female college students have different views of what constitutes sexual coercion and divergent standards for behavior in which they themselves would engage. It is likely that students experience different realities and perceive campus quality of life in different terms depending on their gender. An exploratory…

Ideal gender identity related to parent images and locus of control: Jungian and social learning perspectives.

PubMed

Shimoda, Hiroko; Keskinen, Soili

2004-06-01

In this research, we wanted to clarify how gender images are different or invariant and related to parents, attributes, and the attitude of controlling life (locus of control) in two cultural contexts, Japan and Finland. For this purpose, students' ideal gender images, consisting of ideal mother, female, father and male images, and parents' similarity to the four ideal gender images were studied in 135 Japanese and 119 Finnish university students. Major findings were (a) Japanese students' ideal gender images were more stereotypic than those of Finnish students; (b) students' ideal mother image and parents' similarity to the ideal mother image were related only to their sex, which supports Jung's theory; (c) students socially learned other ideal gender images, but these did not fit with expectation from social learning theory; (d) Japanese students' mothers are models or examples of gender images, but Finnish male students did not seem to base their ideal gender images on their parents. Implication of measures was discussed.

Males Are Not as Active as Females in Online Discussion: Gender Differences in Face-to-Face and Online Discussion Strategies

ERIC Educational Resources Information Center

Tsai, Meng-Jung; Liang, Jyh-Chong; Hou, Huei-Tse; Tsai, Chin-Chung

2015-01-01

This study examined the gender difference in students' perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale…

Gender and Gender Role Differences in Student-Teachers' Commitment to Teaching

ERIC Educational Resources Information Center

Moses, Ikupa; Admiraal, Wilfried F.; Berry, Amanda K.

2016-01-01

Low commitment to teaching amongst teachers is a problem facing the teaching profession in many countries. Gender might be an important factor in explaining what kinds of prospective teachers are attracted to teaching. This empirical study examined the relationship between student-teachers' gender, gender roles and commitment to teaching within…

The relation of LD and gender with emotional intelligence in college students.

PubMed

Reiff, H B; Hatzes, N M; Bramel, M H; Gibbon, T

2001-01-01

This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.

Girls Not Boys Show Gender-Connotation Encoding from Print.

ERIC Educational Resources Information Center

Perez, Susan M.; Kee, Daniel W.

2000-01-01

Investigated possible gender differences in third grade students' encoding of gender-connotation from words using the release from proactive interference method to measure gender-connotation encoding. Students were presented with stimulus word triads in print. Results showed reliable proactive interference buildup and release for…

Sleep in university students across years of university education and gender influences.

PubMed

Manzar, Md Dilshad; Zannat, Wassilatul; Kaur, Manpreet; Hussain, M Ejaz

2015-08-01

Assessment of the influence of gender and increasing years at university on sleep health of students. Four hundred and eighteen students from different streams across years of undergraduate to postgraduate courses participated. Descriptive statistics, test of differences, and correlation were used. The sleep health data comprised of subjective evaluation using a questionnaire and personal interviews. Overall, 43.1% had sleep problems, females were more affected (51.67% vs. 48.33% in males) but were early bed goers. The prevalence of circadian rhythm sleep disorder (11.6% vs. 9.5%) and delayed sleep phase syndrome (4.5% vs. 2.7%) was slightly higher in males. The daytime dysfunction and hypnotic use significantly differed in students of the same class among gender. Bedtime got significantly delayed along years [H(2)=29.769, p<0.001], and hypnotic use [H(2)=8.807, p=0.012] differed significantly among them. The moderate-very strong correlational statistics among sleep health elements was very similar across gender and years of university education. However, more pronounced influence of years of university education than gender was seen in the significant differences for correlated correlation among sleep health parameters. Gender and years of university education influence sleep among university students both separately and concomitantly.

Intending to Stay: Images of Scientists, Attitudes Toward Women, and Gender as Influences on Persistence among Science and Engineering Majors

NASA Astrophysics Data System (ADS)

Wyer, Mary

Contemporary research on gender and persistence in undergraduate education in science and engineering has routinely focused on why students leave their majors rather than asking why students stay. This study compared three common ways of measuring persistence-commitment to major, degree aspirations, and commitment to a science or engineering career-and emphasized factors that would encourage students to persist, including positive images of scientists and engineers, positive attitudes toward gender equity in science and engineering, and positive classroom experiences. A survey was administered in classrooms to a total of 285 female and male students enrolled in two required courses for majors. The results indicate that the different measures of persistence were sensitive to different influences but that students' gender did not interact with their images, attitudes, and experiences in predicted ways. The study concludes that an individual student's gender may be a more important factor in explaining why some female students leave their science and engineering majors than in explaining why others stay.

Adolescent Gender Differences in Alcohol Problem Behaviors and the Social Contexts of Drinking.

ERIC Educational Resources Information Center

Treiman, Katherine A.; Beck, Kenneth H.

1996-01-01

This study of over 1300 high school students examined gender differences in the social context of drinking associated with 4 alcohol problem behaviors (high intensity drinking, binge drinking, driving while intoxicated, and riding with an intoxicated driver). Student surveys revealed significant multivariate interaction effects between gender and…

Gender Differences in Predicting High-Risk Drinking among Undergraduate Students

ERIC Educational Resources Information Center

Wilke, Dina J.; Siebert, Darcy Clay; Delva, Jorge; Smith, Michael P.; Howell, Richard L.

2005-01-01

The purpose of this study was to examine gender differences in college students' high-risk drinking as measured by an estimated blood alcohol concentration (eBAC) based on gender, height, weight, self-reported number of drinks, and hours spent drinking. Using a developmental/contextual framework, high-risk drinking is conceptualized as a function…

Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course among Greek University Students

ERIC Educational Resources Information Center

Milosis, Dimitrios; Papaioannou, Athanasios G.; Siatras, Theophanis A.; Proios, Miltiadis; Proios, Michael

2015-01-01

The aims of the study were (a) to test the effectiveness of the theory of planned behavior (TPB) to predict Greek university students' voluntary participation in an extracurricular gymnastics course, and (b) to evaluate gender differences. Two hundred sixty-three (127 female, 136 male) students participated in the study. Students' attitudes,…

Teacher Feedback and Interactions in Physical Education: Effects of Student Gender and Physical Activities

ERIC Educational Resources Information Center

Nicaise, Virginie; Cogerino, Genevieve; Fairclough, Stuart; Bois, Julien; Davis, Kathryn

2007-01-01

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…

Gender differences in food preferences of school-aged children and adolescents.

PubMed

Caine-Bish, Natalie L; Scheule, Barbara

2009-11-01

Schools have the opportunity, through the National School Lunch Program and Local School Wellness Policies, to have a significant impact on healthy eating behaviors. An understanding of children's and adolescents' food preferences in relation to gender and age will facilitate the successful creation of both healthy and financially viable school menus. The purpose of this study was to identify food preferences with respect to gender of school-age children and adolescents in an Ohio school district. A survey was administered to 1818 3rd- to 12th-grade students in 1 rural northeast Ohio school district. Students filled out an anonymous questionnaire about their preferences for 80 different foods using a 5-point rating scale. The student data were grouped according to school level attended: elementary (3rd-6th), middle (7th-8th), and high school (9th-12th). An exploratory factor analysis identified entrée and side dish factors. Cronbach's alpha was used to measure each factor's internal reliability. Differences in mean scores by gender and grade for each of the entrée and side dish factors by gender and grade were identified using analysis of variance (ANOVA). Boys preferred the meat, fish, and poultry foods over girls; girls preferred fruits and vegetables over boys (p < .05). Furthermore, gender differences in preferences were also demonstrated with respect to school level. Food preferences differed between genders and these gender differences varied among elementary, middle, and high school students. Gender differences should be considered when providing food choices to boys and girls at all ages.

The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour.

PubMed

Becker, Michael; McElvany, Nele

2017-11-15

Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence. Specifically, we focused on the interaction between gender and socio-economic background in children, which has been discussed in the context of moderating gender differences but not in the context of reading-related attitudes and behaviour. The investigation is based on a longitudinal sample of N = 717 German students between third and sixth grades. We used questionnaire data from both students and parents. To compare students' development across time, we applied multigroup latent growth curve models. We found evidence of increasing gender differences, which were also moderated by the socio-economic status (SES) of parents: a gender gap either already existed (intrinsic motivation and reading behaviour) or intensified (reading self-concept and reading behaviour) between third and sixth grades. The interaction of gender and SES seemed particularly important for reading self-concept, with the gender gap growing less substantially for higher-SES children. Moreover, this pattern persisted for reading self-concept, even when controlling for achievement differences. The results provide evidence that gender, social background, and the interaction of the two are relevant for development in the domain of reading, even in young children. © 2017 The British Psychological Society.

Gender Differences in the Psychosomatic Reactions of Students Subjected to Examination Stress

ERIC Educational Resources Information Center

Kosmala-Anderson, Joanna; Wallace, Louise M.

2007-01-01

Introduction: The study investigated pre-examination anxiety and emotional control strategies as possible mediators of gender differences in self reported intensity and type of psychosomatic reactions to examination stress. Method: Sample comprised 150 male and 150 female high school senior students and university students who voluntarily…

Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE).

PubMed

Madrazo, Lorenzo; Lee, Claire B; McConnell, Meghan; Khamisa, Karima

2018-06-15

Physicians and medical students are generally poor-self assessors. Research suggests that this inaccuracy in self-assessment differs by gender among medical students whereby females underestimate their performance compared to their male counterparts. However, whether this gender difference in self-assessment is observable in low-stakes scenarios remains unclear. Our study's objective was to determine whether self-assessment differed between male and female medical students when compared to peer-assessment in a low-stakes objective structured clinical examination. Thirty-three (15 males, 18 females) third-year students participated in a 5-station mock objective structured clinical examination. Trained fourth-year student examiners scored their performance on a 6-point Likert-type global rating scale. Examinees also scored themselves using the same scale. To examine gender differences in medical students' self-assessment abilities, mean self-assessment global rating scores were compared with peer-assessment global rating scores using an independent samples t test. Overall, female students' self-assessment scores were significantly lower compared to peer-assessment (p < 0.001), whereas no significant difference was found between self- and peer-assessment scores for male examinees (p = 0.228). This study provides further evidence that underestimation in self-assessment among females is observable even in a low-stakes formative objective structured clinical examination facilitated by fellow medical students.

Gender-based performance differences in an introductory physics course

NASA Astrophysics Data System (ADS)

McKinnon, Mark Lee

Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

An investigation of gender and grade-level differences in middle school students' attitudes about science, in science process skills ability, and in parental expectations of their children's science performance

NASA Astrophysics Data System (ADS)

White, Terri Renee'

The primary purpose of the study was to examine different variables (i.e. science process skill ability, science attitudes, and parents' levels of expectation for their children in science, which may impinge on science education differently for males and females in grades five, seven, and nine. The research question addressed by the study was: What are the differences between science process skill ability, science attitudes, and parents' levels of expectation in science on the academic success of fifth, seventh, and ninth graders in science and do effects differ according to gender and grade level? The subjects included fifth, seven, and ninth grade students ( n = 543) and their parents (n = 474) from six rural, public elementary schools and two rural, public middle schools in Southern Mississippi. A two-way (grade x gender) multivariate analysis of variance (MANOVA) was used to determine the differences in science process skill abilities of females and males in grade five, seven, and nine. An additional separate two-way multivariate analysis of variance (grade x gender) was also used to determine the differences in science attitudes of males and females in grade five, seven, and nine. A separate analysis of variance (PPSEX [parent's gender]) with the effects being parents' gender was used to determine differences in parents' levels of expectation for their childrens' performance in science. An additional separate analysis of variance (SSEX [student's gender]) with the effects being the gender of the student was also used to determine differences in parents' levels of expectation for their childrens' performance in science. Results of the analyses indicated significant main effects for grade level (p < .001) and gender (p < .001) on the TIPS II. There was no significant grade by gender interaction on the TIPS II. Results for the TOSRA also indicated a significant main effect for grade (p < .001) and the interaction of grade by sex ( p < .001). On variable ATT 5 (enjoyment of science lessons), males' attitudes toward science decreased across the grade levels; whereas, females decreased from grade five to seven, but showed a significant increase from grade seven to nine. Results from the analysis of variance with the parent's gender as the main effect showed no significant difference. The analysis of variance with student's gender as the main effect showed no significant difference.

The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief-Achievement Relationships

ERIC Educational Resources Information Center

Ross, John A.; Scott, Garth; Bruce, Catherine D.

2012-01-01

Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is…

Views of Japanese medical students on the work-life balance of female physicians

PubMed Central

Nin, Tomoni; Akano, Megumi; Hasuike, Yukiko; Iijima, Hiroko; Suzuki, Keiichirou

2017-01-01

Objectives To survey medical students on their ideas of future work-life balance and discuss topics for next-generation medical education. Methods First-year (n=372, 34.9% female) and sixth-year medical students (n=311, 44.1% female) responded to a questionnaire on future self, marriage and childcare, and gender differences at the workplace. Responses were compared between academic years and gender. Responses were evaluated by gender and academic year using the Mann-Whitney U test.  Significance was set at p<0.01. Results The first-year and sixth-year students, regardless of gender, had different views on gender-related favorable treatment at workplaces {U=13464, p=0.000 (first-year), U=10407, p=0.000 (sixth-year)}. A greater percentage of female students would choose career options based on the possibility of marriage and childbirth {U=10689, p=0.000 (first-year), U=10930, p=0.000 (sixth-year)}. Among first-year students, a greater percentage of female students expected to work part-time. Also among first-year students, greater percentages of female students expected to work part-time or leave their jobs temporarily while raising their children. Compared with first-year male students, first-year female students expected to undertake larger portions of the childcare and housework burden than their partners. However, gender differences in work-life balance and childcare leave vanished in the sixth-year students. Conclusions Female medical students accepted childcare and housework burdens as inevitable; the work environment they choose might affect their career development. While support from male partners and institutions must be increased, voluntary actions and change in mentality of female students need to be promoted through medical education to prevent them from waiting passively for the situation to change. PMID:28501830

Views of Japanese medical students on the work-life balance of female physicians.

PubMed

Takahashi, Keiko; Nin, Tomoni; Akano, Megumi; Hasuike, Yukiko; Iijima, Hiroko; Suzuki, Keiichirou

2017-05-11

To survey medical students on their ideas of future work-life balance and discuss topics for next-generation medical education. First-year (n=372, 34.9% female) and sixth-year medical students (n=311, 44.1% female) responded to a questionnaire on future self, marriage and childcare, and gender differences at the workplace. Responses were compared between academic years and gender. Responses were evaluated by gender and academic year using the Mann-Whitney U test.  Significance was set at p<0.01. The first-year and sixth-year students, regardless of gender, had different views on gender-related favorable treatment at workplaces {U=13464, p=0.000 (first-year), U=10407, p=0.000 (sixth-year)}. A greater percentage of female students would choose career options based on the possibility of marriage and childbirth {U=10689, p=0.000 (first-year), U=10930, p=0.000 (sixth-year)}. Among first-year students, a greater percentage of female students expected to work part-time. Also among first-year students, greater percentages of female students expected to work part-time or leave their jobs temporarily while raising their children. Compared with first-year male students, first-year female students expected to undertake larger portions of the childcare and housework burden than their partners. However, gender differences in work-life balance and childcare leave vanished in the sixth-year students. Female medical students accepted childcare and housework burdens as inevitable; the work environment they choose might affect their career development. While support from male partners and institutions must be increased, voluntary actions and change in mentality of female students need to be promoted through medical education to prevent them from waiting passively for the situation to change.

The Influence of Students' Gender on Equity in Peer Physical Examination: A Qualitative Study

ERIC Educational Resources Information Center

Vnuk, Anna K.; Wearn, Andy; Rees, Charlotte E.

2017-01-01

Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning…

Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

NASA Astrophysics Data System (ADS)

Britner, Shari Lynn

Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

Gender Differences in Attitudes toward Mathematics between Low-Achieving and High-Achieving Fifth Grade Elementary Students.

ERIC Educational Resources Information Center

Rathbone, A. Sue

Possible gender differences in attitudes toward mathematics were studied between low-achieving and high-achieving fifth-grade students in selected elementary schools within a large, metropolitan area. The attitudes of pre-adolescent children at an intermediate grade level were assessed to determine the effects of rapidly emerging gender-related…

Moral Judgments on Short-Term Sexual Behaviors among Chinese College Students: Exploring the Roles of Gender and Physical Attractiveness.

PubMed

Xiao, Qianguo; Li, Aijuan; Zhu, Yi

2017-01-01

This study primarily investigated the effects of gender and physical attractiveness on moral judgments on three typical kinds of short-term sexual behaviors (short-term fling, one-night stand, and hookup) in the Chinese culture context. A total of 120 university student subjects were presented with a series of stereotypically physically attractive (versus physically unattractive) photos before they rated the extent to which each of the three short-term sexual behaviors are morally acceptable. The results showed that male students judged all three behaviors to be more morally acceptable than female students did. Further analyses showed that this gender difference was moderated by the level of physical attractiveness. Under the high attractiveness condition, short-term flings and hookups were judged more morally acceptable by male students than by female students, but this gender difference was not significant under the low attractiveness condition. However, with regard to one-night stands, the data showed that male students judged this type of behavior to be more morally acceptable than did female students under the low attractiveness condition, while this gender difference was not significant under the high attractiveness condition. Thus, these findings further our understanding of how Chinese young people view different types of short-term sexual behaviors, and provide novel evidence regarding how physical attractiveness influences people's moral judgments on short-term sexual behaviors.

Moral Judgments on Short-Term Sexual Behaviors among Chinese College Students: Exploring the Roles of Gender and Physical Attractiveness

PubMed Central

Xiao, Qianguo; Li, Aijuan; Zhu, Yi

2017-01-01

This study primarily investigated the effects of gender and physical attractiveness on moral judgments on three typical kinds of short-term sexual behaviors (short-term fling, one-night stand, and hookup) in the Chinese culture context. A total of 120 university student subjects were presented with a series of stereotypically physically attractive (versus physically unattractive) photos before they rated the extent to which each of the three short-term sexual behaviors are morally acceptable. The results showed that male students judged all three behaviors to be more morally acceptable than female students did. Further analyses showed that this gender difference was moderated by the level of physical attractiveness. Under the high attractiveness condition, short-term flings and hookups were judged more morally acceptable by male students than by female students, but this gender difference was not significant under the low attractiveness condition. However, with regard to one-night stands, the data showed that male students judged this type of behavior to be more morally acceptable than did female students under the low attractiveness condition, while this gender difference was not significant under the high attractiveness condition. Thus, these findings further our understanding of how Chinese young people view different types of short-term sexual behaviors, and provide novel evidence regarding how physical attractiveness influences people’s moral judgments on short-term sexual behaviors. PMID:28243218

Gender Difference in Achievement and Attitude of Public Secondary School Students towards Science

ERIC Educational Resources Information Center

Oluwatelure, Temitayo Abayomi

2015-01-01

This research focuses on the gender difference in attitude and academic performance of students in selected public secondary schools in Akoko Land. The population for this study was made up of all the Junior Secondary Schools Three (JSS3) students in Akoko Land. Three hypotheses were raised to guide this study. 1626 student, (810 males, 816…

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

Persistence in Science: Gender and Program Differences.

ERIC Educational Resources Information Center

Boisset, Annick; And Others

This study was conducted to investigate persistence rates and gender differences among science students at John Abbott College (JAC). Issues addressed in the study included the differences between students persisting in and those transferring out of science programs, female representation in science programs at JAC, and the differences, if any,…

Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.

PubMed

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Järvinen, Liisa

2012-06-01

Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age on this association. We examined the effect of teacher's and student's gender and teacher's age on teacher-perceived temperament, EC, and teachability, and whether there is significant same gender or different gender association between teachers and students in this relationship. The participants were population-based sample of 3,212 Finnish adolescents (M= 15.1 years) and 221 subject teachers. Temperament was assessed with Temperament Assessment Battery for Children - Revised and Revised Dimensions of Temperament Survey batteries and EC with three subscales covering Cognitive ability, Motivation, and Maturity. Data were analyzed with multi-level modelling. Teachers perceived boys' temperament and EC more negatively than girls'. However, the differences between boys and girls were not as large when perceived by male teachers, as they were when perceived by female teachers. Males perceived boys more positively and more capable in EC and teachability than females. They were also stricter regarding their perceptions of girls' traits. With increasing age, males perceived boys' inhibition as higher and mood lower. Generally, the older the teacher, the more mature he/she perceived the student. Teachers' ratings varied systematically by their gender and age, and by students' gender. This bias may have an effect on school grades and needs be taken into consideration in teacher education. ©2011 The British Psychological Society.

Exploring the gender gap in the conceptual survey of electricity and magnetism

NASA Astrophysics Data System (ADS)

Henderson, Rachel; Stewart, Gay; Stewart, John; Michaluk, Lynnette; Traxler, Adrienne

2017-12-01

The "gender gap" on various physics conceptual evaluations has been extensively studied. Men's average pretest scores on the Force Concept Inventory and Force and Motion Conceptual Evaluation are 13% higher than women's, and post-test scores are on average 12% higher than women's. This study analyzed the gender differences within the Conceptual Survey of Electricity and Magnetism (CSEM) in which the gender gap has been less well studied and is less consistent. In the current study, data collected from 1407 students (77% men, 23% women) in a calculus-based physics course over ten semesters showed that male students outperformed female students on the CSEM pretest (5%) and post-test (6%). Separate analyses were conducted for qualitative and quantitative problems on lab quizzes and course exams and showed that male students outperformed female students by 3% on qualitative quiz and exam problems. Male and female students performed equally on the quantitative course exam problems. The gender gaps within CSEM post-test scores, qualitative lab quiz scores, and qualitative exam scores were insignificant for students with a CSEM pretest score of 25% or less but grew as pretest scores increased. Structural equation modeling demonstrated that a latent variable, called Conceptual Physics Performance/Non-Quantitative (CPP/NonQnt), orthogonal to quantitative test performance was useful in explaining the differences observed in qualitative performance; this variable was most strongly related to CSEM post-test scores. The CPP/NonQnt of male students was 0.44 standard deviations higher than female students. The CSEM pretest measured CPP/NonQnt much less accurately for women (R2=4 % ) than for men (R2=17 % ). The failure to detect a gender gap for students scoring 25% or less on the pretest suggests that the CSEM instrument itself is not gender biased. The failure to find a performance difference in quantitative test performance while detecting a gap in qualitative performance suggests the qualitative differences do not result from psychological factors such as science anxiety or stereotype threat.

Gender Differences in the Associations among Body Mass Index, Weight Loss, Exercise, and Drinking among College Students

ERIC Educational Resources Information Center

Barry, Adam E.; Whiteman, Shawn; Piazza-Gardner, Anna K.; Jensen, Alexander C.

2013-01-01

Objective: To explore gender differences regarding weight management behaviors of college drinkers. Participants: Nationally representative sample of college students from the fall 2008 American College Health Association's National College Health Assessment II ("N" = 26,062 students). Methods: Structural equation modeling was used…

Apology Strategies of Iranian Undergraduate Students

ERIC Educational Resources Information Center

Tehrani, Mohammad Dadkhah; Rezaei, Omid; Dezhara, Salman; Kafrani, Reza Soltani

2012-01-01

This study investigated the different primary and secondary strategies the Iranian EFL students use in different situations and the effect of gender on this. A questionnaire was developed based on Sugimoto's (1995) to compare the apology strategies used by male and female students, only gender was examined as a variable. The results showed that…

Gender Differences in Self-Reported Symptomatology and Working Memory in College Students with ADHD

ERIC Educational Resources Information Center

Kercood, Suneeta; Lineweaver, Tara T.; Kugler, Jennifer

2015-01-01

The purpose of this study was to examine gender differences in self-reported symptomatology and working memory (visuospatial and auditory) in college students with Attention Deficit Hyperactivity Disorder (ADHD). Forty-seven college students with ADHD and 44 non-affected control participants completed two self-report questionnaires and six tests…

Gender Differences in Inference Generation by Fourth-Grade Students

ERIC Educational Resources Information Center

Clinton, Virginia; Seipel, Ben; Broek, Paul; McMaster, Kristen L.; Kendeou, Panayiota; Carlson, Sarah E.; Rapp, David N.

2014-01-01

The purpose of this study was to determine if there are gender differences among elementary school-aged students in regard to the inferences they generate during reading. Fourth-grade students (130 females; 126 males) completed think-aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a…

Gender Differences in Students' Physical Science Motivation: Are Teachers' Implicit Cognitions Another Piece of the Puzzle?

ERIC Educational Resources Information Center

Thomas, Almut E.

2017-01-01

Implicit stereotypes associating science with male might play a role in the development of gender differences in students' motivations for physical science. Particularly, the stereotypes of influential adults may induce students' regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study…

Mathematics Education in Lebanon: Gender Differences in Attitudes and Achievement

ERIC Educational Resources Information Center

Sarouphim, Ketty M.; Chartouny, Madona

2017-01-01

The purpose of this study was to investigate gender differences in students' mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers' beliefs and their perceptions of their male and female students' ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of…

Ethnic and Gender Differences in Identifying Gifted Students: A Multi-Cultural Analysis

ERIC Educational Resources Information Center

Sarouphim, Ketty M.; Maker, C. June

2010-01-01

The purpose of this study was to examine ethnic and gender differences in using DISCOVER, a performance-based assessment, for identifying gifted students. The sample consisted of 941 students from grades K-5 belonging to six ethnicities: White Americans, African-Americans, Hispanics, Native-Americans, South Pacific/Pacific Islanders, and Arabs.…

Gender Peer Effects in School: Does the Gender of School Peers Affect Student Achievement?

ERIC Educational Resources Information Center

Cabezas, Veronica

2010-01-01

This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences…

Influence of Gender, Single-Sex and Co-Educational Schooling on Students' Enjoyment and Achievement in Mathematics

ERIC Educational Resources Information Center

Prendergast, Mark; O'Donoghue, John

2014-01-01

This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment)…

Gender Differences in the Education and Employment of Young Adults: Implications for Special Education.

ERIC Educational Resources Information Center

Lichtenstein, Stephen

1996-01-01

This review first examines gender disparities in the general population and then in relationship to students in special education, including overall gender rates by disability groups, gender disparities in education and employment outcomes for special education students, and proposed intervention programs and practices that appear promising. (DB)

Research on same-gender grouping in eighth-grade science classrooms

NASA Astrophysics Data System (ADS)

Friend, Jennifer Ingrid

This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Spatial Visualisation and Cognitive Style: How Do Gender Differences Play Out?

ERIC Educational Resources Information Center

Ramful, Ajay; Lowrie, Tom

2015-01-01

This study investigated potential gender differences in a sample of 807 Year 6 Singaporean students in relation to two variables: spatial visualisation ability and cognitive style. In contrast to the general trend, overall there were no significant gender differences on spatial visualisation ability. However, gender differences were prevalent…

How Partner Gender Influences Female Students' Problem Solving in Physics Education

NASA Astrophysics Data System (ADS)

Ding, N.; Harskamp, E.

2006-12-01

Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students' learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female-female dyads (FF) and male-male dyads (MM). Analysis of students' pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females' interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.

Gender-Related Differences in the Occupational Aspirations and Career-Style Preferences of Accounting Students: A Cross-Sectional Comparison between Academic School Years

ERIC Educational Resources Information Center

Danziger, Nira; Eden, Yoram

2007-01-01

Purpose: The purpose of this paper is to examine whether gendered differences in occupational aspirations still appear when considering students with similar abilities who study competitively in the same achievement-oriented educational setting. Design/methodology/approach: The hypotheses stipulated an interaction between gender and year of study…

Gender Differences in Student Performance and Attitudes. A Longitudinal Study of Engineering Student Performance and Retention. Report No. NCSU-94A.

ERIC Educational Resources Information Center

Felder, Richard M.; And Others

Many are aware that factors other than academic talent help to determine a student's success or failure in school A 4-year longitudinal study including 87 men and 34 women at North Carolina State University examines gender differences in students' academic performance, persistence in chemical engineering, and attitudes toward their education and…

Television Viewing and Its Associations with Overweight, Sedentary Lifestyle, and Insufficient Consumption of Fruits and Vegetables among U.S. High School Students: Differences by Race, Ethnicity, and Gender.

ERIC Educational Resources Information Center

Lowry, Richard; Wechsler, Howell; Galuska, Deborah A.; Fulton, Janet E.; Kann, Laura

2002-01-01

Examined race, ethnic, and gender specific differences in the association between television viewing and high school students' overweight, decreased physical activity, and unhealthy dietary behaviors. Data from the 1999 Youth Risk Behavior Survey indicated that most students' television viewing exceeded recommended levels, many students were…

The Attitudinal and Cognitive Effects of Planetarium Integration in Teaching Selected Astronomical Concepts to Fourth, Fifth, and Sixth-Grade Students

NASA Astrophysics Data System (ADS)

Twiest, Mark Gilbert

The purpose of this study was to investigate the attitudinal and cognitive differences among students in an astronomy curriculum which utilizes a planetarium in comparison to an astronomy curriculum which is presented solely in the classroom. The specific attitudes of interest in this study are those student attitudes toward science as a whole and toward astronomy in particular. Researcher developed attitude and astronomy achievement measures were developed and administered to 423 fourth, fifth, and sixth grade students in three schools. Pre and post test data were collected from students in this quasi-experimental design. Two way analysis of covariance techniques were used to analyze the independent variables of gender and treatment. Results revealed significant differences (p < .05) in student attitudes toward astronomy in the fourth grade favoring the control school students. No other significant differences in student attitudes were found with respect to treatment or gender. Achievement was analyzed at both the knowledge and comprehension levels. Significant differences (p <.05) in student achievement were found fourth and fifth grades with respect to knowledge level questions. In both instances these differences favored the control school setting. Significant differences (p <.05) in student achievement were found for comprehension level questions at every grade level. In this case the control school outperformed the experimental setting in the fourth and sixth grades. Fifth grade experimental setting students had significantly higher achievement on comprehension level questions. A significant interaction occurred between treatment and gender with respect to student attitudes toward astronomy in the fifth grade. A second significant interaction occurred between treatment and gender for knowledge level questions for sixth grade students. No other significant interactions were found between treatment and gender. Correlations between post test attitudes and achievement were also calculated for each grade level in both the control and experimental settings. Correlations remained below.2 in every instance except one. Post test correlations between attitudes overall and achievement in the control school's sixth grade were.54.

Influence of gender, single-sex and co-educational schooling on students' enjoyment and achievement in mathematics

NASA Astrophysics Data System (ADS)

Prendergast, Mark; O'Donoghue, John

2014-11-01

This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment) show that there are still marked differences between the achievement and attitude of male and female students in Irish mathematics classrooms. This paper examines the influence of gender in more detail and also investigates the impact of single-sex or co-educational schooling. This is a follow on study which further analyses data collected by the authors when they designed a pedagogical framework and used this to develop, implement and evaluate a teaching intervention in four second-level Irish schools. The aim of this pedagogical framework was to promote student interest in the topic of algebra through effective teaching of the domain. This paper further analyses the quantitative data collected and investigates whether there were differences in students' enjoyment and achievement scores based on their gender and whether they attended single-sex or co-educational schools.

Gender differences in the learning and teaching of surgery: a literature review.

PubMed

Burgos, Carmen M; Josephson, Anna

2014-06-15

To explore evidence concerning gender differences in teaching and learning in surgery to guide future initiatives. This systematic review was conducted searching in the following electronic databases: MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus and PubMed. All studies related to gender differences in surgical education, teaching or learning of surgery at an undergraduate level were included. Data was extracted and critically appraised. Gender differences in learning, teaching, skills acquisition, perceptions and attitudes, interest on surgery, personality and factors influencing interest in surgical careers were differentiated. There is an underrepresentation of women in surgical academia, due to lack of role models and gender awareness. It is not clear whether or not gender itself is a factor that affects the learning of surgical tasks. Female students pursuing a surgical career had experienced sexual harassment and gender discrimination that can have an effect on the professional identity formation and specialty choice. There are differences in personality among female and male students interested in surgery. Gender is a determining factor to choose surgery, with a consistent lower proportion of women compared interested in pursuing a surgical career. Mentoring and personality fit are important in medical student's specialty selection. Female students are more likely to be discouraged from pursuing a surgical career by a lack of female role models. Bias against women in surgery still exists. There is a lack of studies that investigate the role of women in the teaching of surgery.

Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills, and Test Item Formats

ERIC Educational Resources Information Center

Yip, Din Yan; Chiu, Ming Ming; Ho, Esther Sui Chu

2004-01-01

This study examined gender differences in students' scientific literacy as measured by OECD-PISA. In particular, we focused on the 2437 students from 140 Hong Kong schools. Hong Kong boys' and girls' science scores did not differ overall. However, boys scored higher than girls at the higher percentiles (75th and above). Moreover, specific test…

Gender-related differences in learning in student-led PBL tutorials.

PubMed

Kassab, Salah; Abu-Hijleh, Marwan; Al-Shboul, Qasim; Hamdy, Hossam

2005-07-01

Male and female students behave differently in problem-based learning (PBL) tutorials. However, these differences could be partly attributed to faculty tutor behavior in male and female tutorials. This study aims to examine the gender differences in learning outcomes between medical students when peer tutors facilitate PBL tutorials. A questionnaire-based study conducted in single-gender student-led (SLT) and faculty-led (FLT) tutorials. The study involved third year medical students (n = 91) divided into ten groups (five groups each). The SLT groups consisted of 16 male and 28 female students, while the FLT group consisted of 20 male and 27 female students. Students evaluated their individual and group performance in tutorials and also skills of tutors. Student performance in end-unit examinations and their perceptions about peer tutoring were also analyzed. A total of 290 questionnaires (response rate = 63.7%) were collected over the five-week period of the study. Although individual performance in tutorials and achievement in examinations were comparable in both groups, there was significantly higher group performance in female compared with male student-led tutorials (p < 0.01). This difference between male and female groups was not attributed to improvement in the performance of female groups, but rather to a decline in performance of the male SLT groups. In addition, both male and female students expressed facing difficulties in discussion and analysis of the problem in the first tutorial session. Understanding the gender differences in the group behavior in student-led tutorials is important for PBL programs adopting this approach.

Sexual Violence on Campus: Differences Across Gender and Sexual Minority Status.

PubMed

Martin-Storey, Alexa; Paquette, Geneviève; Bergeron, Manon; Dion, Jacinthe; Daigneault, Isabelle; Hébert, Martine; Ricci, Sandrine

2018-06-01

Sexual violence is a pervasive problem on university campuses. Although previous work has documented greater vulnerability for sexual violence among sexual and gender minority students, little is known about contextual variation in vulnerability to this kind of violence. The goals of the current study were (1) to identify vulnerability among sexual and gender minority students with regard to sexual violence, and (2) to explore if the context of this violence differs across sexual and gender minority status. Undergraduate students (ages 18-24) from six francophone universities in Quebec, Canada (N = 4,264) completed online questionnaires regarding their experience of sexual violence, as well as the context of these acts (e.g., the gender of the perpetrator, the status of the perpetrator, and the location of the violence). They also provided information regarding their sexual and gender minority status. Binary logistic regressions were conducted to assess for variation in experiencing sexual violence across sexual and gender minority status. Transgender/nonbinary students generally reported higher levels of sexual violence than their cisgender peers, while variation occurred with regard to vulnerability across sexual identity subgroups. Few differences in context were observed across sexual minority identity. Transgender/nonbinary students were significantly more likely to report sexual violence in athletic contexts and during volunteering activities compared to their cisgender peers. Findings highlight the higher levels of vulnerability for sexual violence among gender minority and some sexual minority university students. They also point to the contexts in which such violence occurs, suggesting specific strategies for prevention. Copyright © 2018 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Gender Differences in Students' Mathematics Game Playing

ERIC Educational Resources Information Center

Lowrie, Tom; Jorgensen, Robyn

2011-01-01

The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10-12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of…

Gender Differences in Online High School Courses

ERIC Educational Resources Information Center

Lowes, Susan; Lin, Peiyi; Kinghorn, Brian R. C.

2016-01-01

Prior research has suggested that there may be differences in the ways that male and female students approach their online courses. Using data for 802 high school students enrolled in 14 online courses, this study explored gender differences in the interrelationships among online behaviors and course performance. The findings show that females…

Exploring Undergraduate Students' Ethical Perceptions in Barbados: Differences by Gender, Academic Major and Religiosity

ERIC Educational Resources Information Center

Alleyne, Philmore; Persaud, Nadini

2012-01-01

Purpose: The purpose of this paper is to determine whether there were differences in students' ethical perceptions based on gender, academic major and religiosity. Design/methodology/approach: A self-administered survey was conducted of 132 students at a university in Barbados, to determine ethical perceptions on five moral constructs: justice,…

Changes in Students' Explanations for Gender Differences after Taking a Psychology of Women Class: More Constructionist and Less Essentialist

ERIC Educational Resources Information Center

Yoder, Janice D.; Fischer, Ann R.; Kahn, Arnold S.; Groden, Jessica

2007-01-01

We explored how students' endorsements of essential (biological and personality) and constructed (socialization and contextual) explanations for gender differences changed from the start to the end of Psychology of Women (POW) classes along with their feminist attitudes. Results from surveys of 120 POW students from three universities indicated…

Gender Differences in Perceptions of Ethics among Teacher Education Students at San Diego State University

ERIC Educational Resources Information Center

Kegler, Dorothy E.

2011-01-01

The Problem: The purpose of this study was to determine if there were significant differences between male and female college students' perceptions on a survey of ethics. Method: A quasi-experimental research design was administered with gender as the primary independent variable. Approximately 100 students from the School of Education Program…

Skin Picking in Turkish Students: Prevalence, Characteristics, and Gender Differences

ERIC Educational Resources Information Center

Calikusu, Celal; Kucukgoncu, Suat; Tecer, Ozlem; Bestepe, Emrem

2012-01-01

The aim of this study is to investigate the prevalence, characteristics, triggers, and consequences of skin picking (SP) in a sample of Turkish university students, with an emphasis on gender differences. A total of 245 students from two universities in Turkey were assessed by using the Skin Picking Inventory. In total, 87.8% of the students…

The Debate Continues: Are There Gender Differences in Moral Reasoning as Defined by Kohlberg?

ERIC Educational Resources Information Center

Bruess, Brian J.; Pearson, Frances C.

2002-01-01

Examines changes in moral reasoning among college students and seeks to determine whether there are gender differences in the process. Women scored higher than men on both Principled moral reasoning and Davison's moral index and graduating students scored higher than first-year students on Davison's moral index. Discusses whether Kohlberg's theory…

Interests and attitudes of engineering students

NASA Astrophysics Data System (ADS)

Rutherford, Brian

2007-12-01

Engineering programs have been less successful than other professions in achieving gender equity. Analyses of gender differences in the attitudes and interests of engineering students may help illuminate ways to combat the underrepresentation of women in engineering. This study examined data collected from 863 engineering students who attended 15 American universities from fall 2005 through spring 2006 using an online survey. The survey was designed to understand the backgrounds, academic preparation, motivation, interests, and attitudes of engineering students. To determine whether males and females received different academic preparation prior to entering engineering, the survey examined participants' mathematics, science, and technical coursework taken in high school. The questions probed students' comfort and interest level in mathematics, science, and technology/engineering and investigated student interest in the three fundamental engineering activities by asking 49 design, build, and analyze questions on topics covering a variety of engineering disciplines. A combination of question formats was used including pre-categorized demographic information, 5-point Likert scales, and open-ended responses. Gender similarities and differences were identified and their implications were considered for the recruitment and retention of engineers. Female engineering students in this study were equally or better prepared than males to major in engineering based on the number and types of science and mathematics classes taken in high school. However, statistically significant gender differences were found in the attitudes and interests of engineering students. The difference in the comfort level, interest in learning, being able to demonstrate, or in performing stem skills depended on the question topic rather than gender. The areas with the highest comfort and interest level were often different for females and males. Several topics and curriculum areas of high interest to both genders related to engineering education in several engineering disciplines were identified. It appears that females and males were motivated to choose engineering as a career for different reasons. Analysis revealed that female engineering students are generally more altruistic and less interested in "things" than male engineering students. This study also found that females were comfortable in mathematics or science, but were less comfortable using computers, tools, and machines---all essential engineering skills.

Are Students' Learning Styles Discipline Specific?

ERIC Educational Resources Information Center

Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

2003-01-01

This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

Gifted Elementary Students' Interactions with Female and Male Scientists in a Biochemistry Enrichment Program.

ERIC Educational Resources Information Center

She, Candace Hsiao-Ching; Barrow, Lloyd H.

1997-01-01

Examines how gender and self-concept relate to gifted elementary students' participation in a biochemistry enrichment program taught by female and male scientists. Students with low self-concepts asked more questions and received more feedback than students with high self-concepts. Student-initiated questions and gender differences in interaction…

The effect of patient-centeredness and gender of professional role models on trainees' mentalization responses. Implications for film-aided education.

PubMed

Bálint, Katalin; Nagy, Tamás; Csabai, Márta

2014-10-01

To examine how certain characteristics of film-presented practitioner role-models influence trainees' mentalization. In an experimental setting, psychology students watched four film clips presenting a patient-practitioner session; the clips varied in the practitioner's patient-centeredness (positive vs. negative) and gender. Participants commented on the practitioner's thoughts, emotions and intentions through the session. Analysis of 116 comments focused on the effect of patient-centeredness and gender variables on mentalization and judgment utterances. Negative role-models and female role-models induced higher levels of mentalization compared to positive and male role-models. There was no gender difference in the level of mentalization; however male participants gave more judgmental responses than female participants. The patient-centeredness had a larger effect on mentalization when trainees described the opposite gender role-model. In a systematic comparison, students' capacity for mentalization differed according to role-models' patient-centeredness and gender, as well as the gender-match of students with role-models. When working with film-presented role-models, educators should be aware of the differences in the level of mentalization elicited by positive and male role-models, as opposed to negative and female role-models. Educators should also consider the gender-match between trainees and role-models, therefore students should be exposed to both cross- and same-gender role-models. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Exploring Gender Differences in Solving Open-Ended Mathematical Problems.

ERIC Educational Resources Information Center

Cai, Jinfa

Open-ended tasks were used to examine gender differences in complex mathematical problem solving. The results of this study suggest that, overall, males perform better than females, but the gender differences vary from task to task. A qualitative analysis of student responses to those tasks with gender differences showed that male and female…

Differences in gender performance on competitive physics selection tests

NASA Astrophysics Data System (ADS)

Wilson, Kate; Low, David; Verdon, Matthew; Verdon, Alix

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] We have investigated gender differences in performance over the past eight years on the Australian Science Olympiad Exam (ASOE) for physics, which is taken by nearly 1000 high school students each year. The ASOE, run by Australian Science Innovations (ASI), is the initial stage of the process of selection of teams to represent Australia at the Asian and International Physics Olympiads. Students taking the exam are generally in their penultimate year of school and selected by teachers as being high performing in physics. Together with the overall differences in facility, we have investigated how the content and presentation of multiple-choice questions (MCQs) affects the particular answers selected by male and female students. Differences in the patterns of responses by male and female students indicate that males and females might be modeling situations in different ways. Some strong patterns were found in the gender gaps when the questions were categorized in five broad dimensions: content, process required, difficulty, presentation, and context. Almost all questions saw male students performing better, although gender differences were relatively small for questions with a more abstract context. Male students performed significantly better on most questions with a concrete context, although notable exceptions were found, including two such questions where female students performed better. Other categories that showed consistently large gaps favoring male students include questions with projectile motion and other two-dimensional motion or forces content, and processes involving interpreting diagrams. Our results have important implications, suggesting that we should be able to reduce the gender gaps in performance on MCQ tests by changing the way information is presented and setting questions in contexts that are less likely to favor males over females. This is important as MCQ tests are frequently used as diagnostic tests and aptitude tests as well as to assess learning.

Gender Differences in Teachers' Perceptions of Students' Temperament, Educational Competence, and Teachability

ERIC Educational Resources Information Center

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Jarvinen, Liisa

2012-01-01

Background: Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age…

Gender gaps and gendered action in a first-year physics laboratory

NASA Astrophysics Data System (ADS)

Day, James; Stang, Jared B.; Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] It is established that male students outperform female students on almost all commonly used physics concept inventories. However, there is significant variation in the factors that contribute to the gap, as well as the direction in which they influence it. It is presently unknown if such a gender gap exists on the relatively new Concise Data Processing Assessment (CDPA) and, therefore, whether gendered actions in the teaching lab might influence—or be influenced by—the gender gap. To begin to get an estimates of the gap, its predictors, and its correlates, we have measured performance on the CDPA at the pretest and post-test level. We have also made observations of how students in mixed-gender partnerships divide their time in the lab. We find a gender gap on the CDPA that persists from pre- to post-test and that is as big as, if not bigger than, similar reported gaps. We also observe compelling differences in how students divide their time in the lab. In mixed-gender pairs, male students tend to monopolize the computer, female and male students tend to share the equipment equally, and female students tend to spend more time on other activities that are not the equipment or computer, such as writing or speaking to peers. We also find no correlation between computer use, when students are presumably working with their data, and performance on the CDPA post-test. In parallel to our analysis, we scrutinize some of the more commonly used approaches to similar data. We argue in favor of more explicitly checking the assumptions associated with the statistical methods that are used and improved reporting and contextualization of effect sizes. Ultimately, we claim no evidence that female students are less capable of learning than their male peers, and we suggest caution when using gain measures to draw conclusions about differences in science classroom performance across gender.

Gender Effects in a Multischool Alcohol Media Literacy Study With Preadolescents.

PubMed

Gordon, Chloe S; Howard, Steven J; Kervin, Lisa K; Jones, Sandra C

2018-06-01

Alcohol media literacy (AML) programs have achieved positive results for alcohol prevention; however, gender may moderate program effectiveness. This study investigated gender differences for an Australian AML intervention. Fifth and sixth graders ( N = 165), allocated to an intervention or wait-list control group, participated in an AML program. Student questionnaires were administered at three time points. The intervention resulted in significantly higher media deconstruction skills but did not lead to less preference for branded merchandise or greater understanding of persuasive intent, and these effects did not differ by gender. Gender differences were present in social norms for drinking and alcohol expectancies. AML education likely has appeal and benefit to both genders as it connects with students' lifeworlds. Social norms may be more difficult to shift for males due to a more ingrained drinking culture. Future research could explore contextual factors responsible for gender differences.

[Gender representations in nursing student and client relations: contributions to the learning process].

PubMed

Muroya, Renata de Lima; Auad, Daniela; Brêtas, José Roberto da Silva

2011-01-01

The purpose of the study was to identity, to know, and to improve the knowledge about the relationships of gender among the students and the clients in the practice of nursing care. That was a qualitative study, based in the theory of social representation and analyzed concerning the gender theoretical references. Concerning the data base made, based in the technique of Central Core Theory. The results were organized in a "tree". Two main thematic ways were arisen as second interest elements: "The triad equality/difference/inequality in the nursing care" and "The lack of knowledge: a gap in the learning process". The results have showed a students' difficulty in the process to take care a patient who has a different gender of theirs; showed a speech based in the perception of the gender differences and in the belief of heterosexuality presumed.

Gender and Cultural Differences in Internet Use: A Study of China and the UK

ERIC Educational Resources Information Center

Li, Nai; Kirkup, Gill

2007-01-01

This study investigates differences in use of, and attitudes toward the Internet and computers generally for Chinese and British students, and gender differences in this cross-cultural context. Two hundred and twenty Chinese and 245 British students' responses to a self-report survey questionnaire are discussed. Significant differences were found…

Test Anxiety Prevalence and Gender Differences in a Sample of English Secondary School Students

ERIC Educational Resources Information Center

Putwain, Dave; Daly, Anthony L.

2014-01-01

The aim of this study was to estimate the proportion of students who report themselves as highly test anxious in a sample of English secondary schools and whether this proportion differed by gender. Self-report test anxiety data were collected from 2435 secondary school students in 11 schools. Results showed that 16.4% of the sample reported…

Prevalence, Gender and Level of Schooling Differences in Secondary School Students Level of Shyness

ERIC Educational Resources Information Center

Onukwufor, Jonathan N.; Iruloh, Betty-Ruth Ngozi

2017-01-01

This study was conducted to ascertain the prevalence, gender and level of schooling differences in secondary school students' level of shyness in Ikwerre Local Government Area of Rivers State. Population of the study comprised all the senior secondary school class two (SSS II) and all the Junior Secondary school class two (JSS II) students in the…

Gender Difference in Students' Academic Performance in Colleges of Education in Borno State, Nigeria: Implications for Counselling

ERIC Educational Resources Information Center

Goni, Umar; wali S. B., Yagana; Ali, Hajja Kaltum; Bularafa, Mohammed Waziri

2015-01-01

This study examines the differences between students' gender and academic achievement in Colleges of Education in Borno State. The study set one research objective, one research question and tested one research hypothesis. the population of this study include all the NCE students from three NCE awarding institutions in the state that were…

Application of Gender Difference and Topic Preference to Promote Students' Motivation for Online EFL Learning

ERIC Educational Resources Information Center

Chen, Anna

2012-01-01

The focus of this paper is to apply the analysis of gender difference and topic preference to enhance and motivate online EFL learning shown by Taiwanese students enrolled in Freshman English Aural Training courses for English majors in a university in central Taiwan. Online learning for EFL students has been a worldwide trend. Hundreds of…

Gender Differences in Osteoporosis Health Beliefs and Knowledge and Their Relation to Vigorous Physical Activity in University Students

ERIC Educational Resources Information Center

Gammage, Kimberley L.; Gasparotto, Jennifer; Mack, Diane E.; Klentrou, Panagiota

2012-01-01

Objective: The purpose of this cross-sectional investigation was to examine (1) gender differences in osteoporosis-related knowledge and beliefs and (2) if these beliefs could predict vigorous physical activity behavior in university students. Participants: Male (n = 176) and female (n = 351) university students participated in the study. Methods:…

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Liu, Feng; Dawson, Kara; Barron, Ann E.

2013-01-01

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology…

Investigating the Relationship between Science Self-Efficacy Beliefs, Gender, and Academic Achievement, among High School Students in Kenya

ERIC Educational Resources Information Center

Aurah, Catherine

2017-01-01

The aim of this study was to explore the relationships between science self-efficacy, gender, and academic achievement in genetics among form four (12th grade) students in Kenya and to investiPSTe gender differences in science self-efficacy and academic achievement in genetics. A total of 2,139 students responded to a science self-efficacy…

Self-Concept of Students in Higher Education: Are There Differences by Faculty and Gender?

ERIC Educational Resources Information Center

Rubie-Davies, C. M.; Lee, K.

2013-01-01

Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The…

Clinical Performance Evaluations of Third-Year Medical Students and Association With Student and Evaluator Gender.

PubMed

Riese, Alison; Rappaport, Leah; Alverson, Brian; Park, Sangshin; Rockney, Randal M

2017-06-01

Clinical performance evaluations are major components of medical school clerkship grades. But are they sufficiently objective? This study aimed to determine whether student and evaluator gender is associated with assessment of overall clinical performance. This was a retrospective analysis of 4,272 core clerkship clinical performance evaluations by 829 evaluators of 155 third-year students, within the Alpert Medical School grading database for the 2013-2014 academic year. Overall clinical performance, assessed on a three-point scale (meets expectations, above expectations, exceptional), was extracted from each evaluation, as well as evaluator gender, age, training level, department, student gender and age, and length of observation time. Hierarchical ordinal regression modeling was conducted to account for clustering of evaluations. Female students were more likely to receive a better grade than males (adjusted odds ratio [AOR] 1.30, 95% confidence interval [CI] 1.13-1.50), and female evaluators awarded lower grades than males (AOR 0.72, 95% CI 0.55-0.93), adjusting for department, observation time, and student and evaluator age. The interaction between student and evaluator gender was significant (P = .03), with female evaluators assigning higher grades to female students, while male evaluators' grading did not differ by student gender. Students who spent a short time with evaluators were also more likely to get a lower grade. A one-year examination of all third-year clerkship clinical performance evaluations at a single institution revealed that male and female evaluators rated male and female students differently, even when accounting for other measured variables.

Personality Traits and Gender-Specific Income Expectations in Dutch Higher Education

ERIC Educational Resources Information Center

Need, Ariana; de Jong, Uulkje

2008-01-01

In this article we examine gender differences in income expectations of students in higher education. We found quite large gender differences. Men and women differ significantly in the income they expect to earn at the top of their career. We examined how much personality traits contribute to explain gender differences in income expectations, and…

The Effects of Epistemic Beliefs in Science and Gender Difference on University Students' Science-Text Reading: An Eye-Tracking Study

ERIC Educational Resources Information Center

Yang, Fang-Ying; Huang, Rui-Ting; Tsai, I-Ju

2016-01-01

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12…

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

NASA Astrophysics Data System (ADS)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single-gender instruction while Schools 3 and School 4 involved coeducational instruction. A sample of eighty students was taken from each of the middle schools with single-gender instruction and a sample of 72 students was taken from each of the middle schools with coeducational instruction. Prior to conducting the study, an extensive application was filed with the local board of education to request permission to conduct research in the county. This process involved a detail description of the sample, sampling procedures, sample size, staff members, grade levels, and background information for the study. The major findings in this study indicated that the coeducational students outperformed the single-gender students and the white students outperformed the black students. This study confirmed that white coeducational students performed significantly higher than the black coeducational students. It was also documented through this study that there was no significant difference between the performance of the single-gender black students and the single-gender white students. In contrast to the Australian study (1996), this study indicated that the coeducational students were outperforming the single-gender students. In comparison to the 2003 study by Able, the findings of this study showed single-gender instruction was greater for females in terms of higher academic achievement than for males. INDEX WORDS. Coeducational, Single-gender, Middle school students

Influence of gender of the teaching staff on students' acceptance of a virtual implant planning course.

PubMed

Nkenke, Emeka; Vairaktaris, Elefterios; Schaller, Hans-Günter; Perisanidis, Christos; Eitner, Stephan

2017-05-01

Acceptance of new technology is influenced by a number of situational and social factors. So far, only limited data are available on the influence of the teaching staff's gender on the acceptance of virtual dental implant planning by students. This study aimed at assessing the influence of the teaching staff's gender on the acceptance of a virtual implant planning course by male and female undergraduate dental students and their general attitude toward implantology. Two groups of third-year dental students (group 1, 9 males, 22 females; group 2, 12 males, 20 females) attended a virtual dental implant planning course. For the first group the teaching staff was all-male, while the teaching staff was all-female for the second group. After completion of the course the students filled in a technology acceptance questionnaire. An all-female teaching staff led to a degree of technology acceptance that did not differ significantly for male and female students. When the teaching staff was all-male, significant differences for technology acceptance occurred between male and female students. However, male as well as female students attributed the practice of implantology to both genders of dentists, equally, without statistically significant difference independent of the gender of the teaching staff. The more evenly distributed degree of technology acceptance of students of both genders being taught by a female staff is a favorable effect which may be explained by the more egalitarian style of women. Therefore, while feminization in dentistry proceeds, adequate measures should be taken to increase the number of female teachers. Copyright © 2017 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

Gender, negative life events and coping on different stages of depression severity: A cross-sectional study among Chinese university students.

PubMed

Sun, Xiao-Jun; Niu, Geng-Feng; You, Zhi-Qi; Zhou, Zong-Kui; Tang, Yun

2017-02-01

The effects of gender, negative life events, and coping on depression have been well-documented. But depression is a heterogeneous syndrome of which the severity ranged from mild depression to major depression. This study aimed to investigate the specific effects of gender, negative life events, and coping on different stages of depression severity. A total of 5989 students (aged 16-25 years, M=20.85, SD=0.58), recruited from six universities in the central region of China using the stratified cluster sampling method, completed Life Events Questionnaire, Coping Response Inventory, and Beck Depression Inventory-Ⅱ. Among the participants, 708 (11.8%) students presented different severity levels of depression. Gender, negative life events, positive coping, and negative coping all had significant effects on depression. That is, the possibility of being depressed was significantly higher in female university students, or students who had more negative life events, more negative coping, or positive coping. In terms of the different stages of depression severity, all these factors had significant effects on the stage from non- depression to mild depression; only gender, negative life events and positive coping had significant effects on the stage from mild depression to moderate depression; only gender had a significant effect on the stage from moderate depression to major depression. The causal role of these factors on different stages of depression severity could not be inferred. Moreover, the participants were from a non-clinical population. The effects of gender, negative life events and coping varied in different stages of depression severity. The effects of life events and coping styles became insignificant with the increasing severity of depression, whereas the effect of gender remained significant. The results could provide guidance for the prevention, intervention, and treatment of depression. Copyright © 2016. Published by Elsevier B.V.

Paradox of Student Gender: A Case Study of Economic Education from China

ERIC Educational Resources Information Center

Zhang, Jian; Qiao, Fangbin; Li, Binbin

2016-01-01

In many Chinese universities and colleges, female students outperform male students in social science subjects. This paper presents a case study, which examines gender difference in economic education in a Chinese university. We look at a sample of students from the Chinese university and find that holding constant observed student…

Gender and Gender-Role Orientation Differences on Adolescents' Coping with Peer Stressors.

ERIC Educational Resources Information Center

Washburn-Ormachea, Jill M.; Hillman, Stephen B.; Sawilowsky, Shlomo S.

2004-01-01

Gender and gender-role orientation differences were explored on adolescents' coping with peer stressors. Eighth-grade and ninth-grade public junior high school students (N = 285) completed the COPE, reporting the strategies they recently used to deal with a stressful peer-related situation. Measures of gender-role orientation (Bem Sex-Role…

Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

NASA Astrophysics Data System (ADS)

LeGrand, Julie

The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (p<.05), although these differences are not the same at each grade level or for each scientific discipline. Significant gender differences in mathematics are present only at the elementary school level.

Relationship between parenting styles and gender role identity in college students.

PubMed

Lin, Yi-Ching; Billingham, Robert E

2014-02-01

The relationship between perceived parenting styles and gender role identity was examined in college students. 230 undergraduate students (48 men, 182 women; 18-23 years old) responded to the Parental Authority Questionnaire (PAQ) and the Bem Sex-Role Inventory (BSRI). The hypothesis was that parenting styles (authoritarian, authoritative, and permissive for both fathers and mothers) would be significantly associated with gender role identity (undifferentiated, feminine, masculine, and androgynous) of college students, specifically whether authoritative parenting styles associated with androgyny. To account for differences in sex on gender role identity or parenting styles, sex was included as a factor. The pattern of the difference in identity groups was similar for males and females. There were significant differences in parenting styles between gender role groups. Maternal and paternal authoritativeness correlated with participants' femininity, and for both parents, the relationship was observed to be stronger in males than females; paternal authoritativeness was significantly associated with androgyny. Future research based on these results should investigate how the findings relate to children's psychological well-being and behavioral outcomes.

Health, Dietary Habits, and Achievement Motivation in College Students With Self-Reported ADHD Diagnosis.

PubMed

Merkt, Julia; Gawrilow, Caterina

2016-09-01

The present study aimed to investigate aspects of health and motivation in a subpopulation of college students with ADHD. Seventy-seven college students with self-reported ADHD (49 women; M age = 25.82, SD = 4.62) and 120 college students without ADHD (65 women; M age = 25.17, SD = 5.41) participated in an online survey assessing their health, dietary habits, and achievement motivation. College students with ADHD showed impairment in psychological functioning, impairment in their mental health, and reported more ambition and less self-control. Furthermore, we found gender differences: Women with ADHD reported worse psychological functioning, and the gender differences in obsessive-compulsive behavior and compensatory effort were mediated by the timing of diagnosis. College students, especially women, with ADHD struggle with health-related issues. Some of these gender differences might be due to under diagnosis of girls in childhood. Differences in achievement motivation might indicate compensatory mechanisms. © The Author(s) 2014.

Gender Differences in Mathematics Achievement among High School Students in the United Arab Emirates, 1991-2000.

ERIC Educational Resources Information Center

Alkhateeb, Haitham M.

2001-01-01

Explores gender differences in the mathematics achievement of students in the last grade of high school and changes in these differences over a 10-year period in the United Arab Emirates. Indicates no significant overall differences but in the last six years females scored higher, although effect sizes were small. (Contains 28 references.)…

Gender differences in conference presentations: a consequence of self-selection?

PubMed Central

Fanson, Kerry V.; Lanfear, Rob; Symonds, Matthew R.E.; Higgie, Megan

2014-01-01

Women continue to be under-represented in the sciences, with their representation declining at each progressive academic level. These differences persist despite long-running policies to ameliorate gender inequity. We compared gender differences in exposure and visibility at an evolutionary biology conference for attendees at two different academic levels: student and post-PhD academic. Despite there being almost exactly a 1:1 ratio of women and men attending the conference, we found that when considering only those who presented talks, women spoke for far less time than men of an equivalent academic level: on average student women presented for 23% less time than student men, and academic women presented for 17% less time than academic men. We conducted more detailed analyses to tease apart whether this gender difference was caused by decisions made by the attendees or through bias in evaluation of the abstracts. At both academic levels, women and men were equally likely to request a presentation. However, women were more likely than men to prefer a short talk, regardless of academic level. We discuss potential underlying reasons for this gender bias, and provide recommendations to avoid similar gender biases at future conferences. PMID:25346879

Intentions of young students to enroll in science courses in the future: An examination of gender differences

NASA Astrophysics Data System (ADS)

Farenga, Stephen J.; Joyce, Beverly A.

1999-01-01

This study examined young students' perceptions of gender-appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses for themselves and members of the opposite gender. A psychosocial framework was offered to explain the differential course selection patterns between young boys and girls. The study reveals a strong gender effect pointing toward stereotypical perceptions of selected science courses for oneself (p 0.01). When students selected science courses for the opposite gender, the evidence of gender-role stereotypes was even greater (p < 0.000). Course selection profiles imply that a reciprocal relationship exists in the number and kind of courses selected by girls and boys. A detailed analysis suggests that both boys and girls perceive physical science and technology-related courses as appropriate subjects for boys to study and life sciences as appropriate subjects for girls to study. Surprisingly, students' future science course selections resemble current enrollment data of master's and doctoral candidates. The students' perceptions of science are seen years prior to the actual encounter with the science courses listed on the course selection menu. These findings question the auspiciousness of programs designed to ameliorate gender differences in science during junior or senior high school years. Suggestions for school curriculum development and the importance of informal science experiences were examined.

Evaluating sex and gender competencies in the medical curriculum: a case study.

PubMed

Miller, Virginia M; Flynn, Priscilla M; Lindor, Keith D

2012-06-01

Sex and gender differences exist in the manifestation and prevalence of many conditions and diseases. Yet many clinician training programs neglect to integrate this information across their curricula. This study aimed to measure the sex and gender medical knowledge of medical students enrolled in a program without an explicit directive to integrate sex and gender differences across a block system of core subjects. A forced-choice instrument consisting of 35 multiple-choice and true or false questions was adapted from an evaluation tool used in the European Curriculum in Gender Medicine held at Charité Hospital, Berlin, in September 2010. Fourth-year (response rate 93%) and second-year (response rate 70%) students enrolled in Mayo Medical School completed the instrument. More than 50% of students in both classes indicated that topics related to sex and gender were covered in gynecology, cardiology, and pediatrics, and <20% of students indicated inclusion of such topics in nephrology, neurology, and orthopedics. More than twice as many second-year students indicated that topics dealing with sex and gender were included in immunology course material compared with fourth-year students. A consensus of written comments indicated that concepts of sex and gender-based medicine need to be embedded into existing curriculum, with an emphasis on clinically relevant information. Although this study represents only one medical school in the United States, information regarding sex and gender aspects of medicine is not consistently included in this curriculum without an explicit directive. These results can provide guidance for curriculum improvement to train future physicians. Copyright © 2012 Elsevier HS Journals, Inc. All rights reserved.

Understanding the factors that influence high science achievers' academic choices and intent to pursue or opt out of the hard sciences

NASA Astrophysics Data System (ADS)

Quihuis, Gisell

Drawing on Eccles and her colleagues' Expectancy-Value model of academic behavior and choice, this dissertation study set out to serve three purposes: (1) to understand how high achieving high school students who aspire to science college degrees compare, in terms of motivational beliefs and social experiences, with other high achievers who do not aspire to science college degrees; (2) to understand why some high school students who excel in the hard sciences are unsure about pursuing a science degree in college; and (3) to examine whether gender differences in motivational beliefs and social experiences found in previous research on math (see Eccles 1984) exist for science among high achieving high school students. Survey and interview data showed that gender differences previously found in Eccles' research on math exist for science among a select group of high achieving high school students. Yet, these gender differences did not explain students' aspirations for science. Motivation, classroom perceptions, science engagement, as well as other science-related experiences at home and school, including parent and teacher influences, were also important factors associated with students' aspirations for science. Results and implications for this study are encouraging because they suggest that both parents and educators can help more high achievers become interested in science. Parents can expose their children, male and female alike, to science at home early on in their childhood and teachers can help students sustain and further develop an interest in science at school. In this manner, both parents and teachers can work together as a team to encourage more high achievers to aspire to science degrees in their future. Lastly, it is important to note that this study found Eccles' model of motivation and choice helpful in understanding not only gender differences in math and the hard sciences, but also aspiration differences that cut across gender among students. Researchers interested in understanding students' motivation and academic-related choices may want to consider the applicability of Eccles' Expectancy-Value model to studies that do not focus on gender differences and that include academic domains aside from mathematics.

Gender Differential in Self-Assessment: A Fact Neglected in Higher Education Peer and Self-Assessment Techniques

ERIC Educational Resources Information Center

Torres-Guijarro, Soledad; Bengoechea, Mercedes

2017-01-01

This paper analyses student cross-assessment with a gender perspective in three different courses along several academic years in an engineering school in Spain. The aim of this study is to contribute to a wider understanding of the hidden effect of gender in higher education by testing if gender has any effect on the way students assess others…

A quantitative examination of public school student attitudes toward science

NASA Astrophysics Data System (ADS)

Schuchman, Matthew

There is a deficit of male and female students entering the fields of math and science, and the need for highly educated individuals in these areas is expected to increase. While various factors may play a role in creating this deficit, there is a lack of research on one factor, that of student attitudes toward science. The theories of social aspects, how children learn and how teachers teach provided the framework for an examination of public school student attitudes toward science. The purpose of this study was to determine if there is a significant difference in attitudes toward science in Grades 4-12 based on gender and grade level. Using a quantitative one-shot case study preexperimental design, the study described the relationships in student attitudes toward science and how those relationships change with grade and gender. This study investigated the relationship in attitudes toward science in different grade levels, the relationship in male and female attitudes toward science in different grade levels, and the difference in attitudes toward science between male and female students. The Kruskal-Wallis test and the nonparametric independent samples test for gender differences were performed to examine grade level, gender, and attitudes toward science. The convenience sample of 1,008 students was drawn from a population of approximately 1,200 students enrolled in Grades 4 through 12 in a rural, public school district in the northeastern United States. The data analysis revealed no difference in male attitudes toward science, but did reveal a significant difference in female attitudes toward science between different grade levels, (H(8) = 32.773, p < .000). Implications for social change include an improved student attitude toward science, which increases educational opportunities and career options for underrepresented groups.

A Research of the Effect of Attitude, Achievement, and Gender on Mathematic Education

ERIC Educational Resources Information Center

Arslan, Hasan; Çanli, Murat; Sabo, Helena Maria

2012-01-01

Recent studies in math education focus on differences between behaviors and performances of male and female students. In this study, achievement and attitudes of middle school students to math were described in terms of gender and grade differences. The aim of this study is to determine whether any differences exist between female and male…

Adolescents: Differences in Friendship Patterns Related to Gender

ERIC Educational Resources Information Center

Mjaavatn, Per Egil; Frostad, Per; Pijl, Sip Jan

2016-01-01

Based on a survey of 123 Norwegian students aged 14-15 (grade 10) this article will discuss possible gender differences in peer relations, social position and friendship criteria. The students filled in a questionnaire that included sociometry and questions on friendship criteria, self-esteem and social support. We found significant gender…

Adaptive Characteristics and Suicidal Behavior: A Gender Comparison of Young Adults

ERIC Educational Resources Information Center

Ellis, Jon B.; Lamis, Dorian A.

2007-01-01

Differences in suicidal behavior and adaptive characteristics were examined in college students with a particular emphasis on gender differences. Participants consisted of 344 undergraduate students who were administered a revised version of the Suicide Behaviors Questionnaire (SBQ), the Expanded Reasons for Living Inventory (RFL), and a…

Gender Differences in Lunar-Related Scientific and Mathematical Understandings

ERIC Educational Resources Information Center

Wilhelm, Jennifer

2009-01-01

This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle-level students interacted with the Moon through observations, sketching, journalling, two-dimensional and three-dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic…

Differences in Universal-Diverse Orientation by Race-Ethnicity and Gender

ERIC Educational Resources Information Center

Singley, Daniel B.; Sedlacek, William E.

2009-01-01

This article addresses the roles of race-ethnicity and gender in university student orientation toward diversity. Differences in orientation toward diversity were found between men and women as well as among racial-ethnic groups (Asian/Asian American, African American, Latino, Anglo-American). Anglo-American students' scores were significantly…

Sexual Self-Disclosure and Gender Consciousness of Undergraduate Students of Obafemi Awolowo University

ERIC Educational Resources Information Center

Oluwatosin, S. A.; Adediwura, A. A.

2011-01-01

The study investigated gender consciousness and sexual self-disclosure of undergraduate students attending counseling sessions as well as gender difference in sexual self disclosure. Sixty (60) consenting undergraduates who had attended counseling session for sexual concerns in the last three months preceding this study period were used for the…

Gender Roles and Night-Sky Watching among College Students

ERIC Educational Resources Information Center

Kelly, William E.; McGee, Catherine M.

2012-01-01

The present study investigated the relationship between gender roles and night-sky watching in a sample of college students (N=161). The Bem Sex-Role Inventory (BSRI) and the Noctcaelador Inventory (NI) were used to investigate the differences between gender role groups for night-sky watching. The results supported the hypothesis that androgynous…

Gender Segregation of Adolescent Science Career Plans in 50 Countries

ERIC Educational Resources Information Center

Sikora, Joanna; Pokropek, Artur

2012-01-01

Using data from the Program for International Student Assessment 2006 surveys for 50 countries, this paper explores gender segregation of adolescent science career plans. We ask whether, in different cultures, bridging the male-female gap in science self-concept could reduce gender disparities in students' career preferences. Bringing together the…

College Chemistry and Piaget: An Analysis of Gender Difference, Cognitive Abilities, and Achievement Measures Seventeen Years Apart

NASA Astrophysics Data System (ADS)

Shibley, Ivan A., Jr.; Milakofsky, Louis M.; Bender, David S.; Patterson, Henry O.

2003-05-01

This study revisits an analysis of gender difference in the cognitive abilities of college chemistry students using scores from "Inventory of Piaget's Developmental Tasks" (IPDT), the Scholastic Assessment Test (SAT), and final grades from an introductory college chemistry course. Comparison of 1998 scores with those from 1981 showed an overall decline on most of the measures and a changing pattern among males and females. Gender differences were found in the IPDT subtests measuring imagery, classification, and proportional reasoning, but not conservation, a pattern that differs from the findings reported 17 years earlier. The generational and gender differences revealed in this study suggest that instructors should be cognizant of, and should periodically assess, the diversity of students' cognitive abilities.

Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender.

PubMed

Taylor, Silas; Shulruf, Boaz

2016-01-01

Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of 'attitude-behavior inconsistency' showing that students' predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice.

The influence of students' gender on equity in Peer Physical Examination: a qualitative study.

PubMed

Vnuk, Anna K; Wearn, Andy; Rees, Charlotte E

2017-08-01

Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning physical examination through PPE. We employ an interpretative approach to uncover the PPE experiences of students from a European, graduate-entry medical school. Volunteers participated in either individual or group interviews. The data were transcribed, de-identified and analysed using thematic analysis. There was evidence of gender inequity in PPE, with students describing significant imbalances in participation. Male students adopted roles that generated significant personal discomfort and led to fewer experiences as examiners. Assumptions were made by tutors and students about gender roles: male students' ready acceptance of exposure to be examined and female students' need to be protected from particular examinations. In contrast with the first assumption, male students did feel coerced or obliged to be examined. Students described their experiences of taking action to break down the gender barrier. Importantly, students reported that tutors played a role in perpetuating inequities. These findings, whilst relating to one university, have implications for all settings where PPE is used. Educators should be vigilant about gender issues and the effect that they may have on students' participation in PPE to ensure that students are not disadvantaged in their learning.

Gender Patterns and Student Agency: Secondary School Students' Perceptions over Time

ERIC Educational Resources Information Center

Holm, Ann-Sofie

2010-01-01

This article focuses on students' perceptions of gender relations in school over the last three decades. The analysis is based on data from three inquiry surveys in Swedish secondary schools from 1974, 1992 and 2005, and compares how young students (a) perceive the behaviour of boys and girls in a classroom situation, (b) value different aspects…

Gender, Ethnicity, and Students' Perceptions about Science and Science-Related Careers in Fiji.

ERIC Educational Resources Information Center

Rennie, L. J.; Dunne, M.

1994-01-01

From data obtained from a questionnaire administered to a stratified, random sample of Form 5 (16-year-old) students in Fiji, it was concluded that gender and ethnicity were found to have no consistent relationship with students' perceptions, attitudes, and attributions about science. Different kinds of career advice were given to students on the…

Gender-Related Effects of Group Learning on Mathematics Achievement among the Rural Secondary Students

ERIC Educational Resources Information Center

Hossain, Md. Anowar; Tarmizi, Rohani Ahmad

2012-01-01

Problem Statement: Gender differences in the effects of group learning play a contested role in mathematics education. Several researchers concluded that male students perform better on mathematics than female students. Whilst on the other hand, others reported that female students perform best under the group learning setting whereas the male…

Differences conception prospective students teacher about limit of function based gender

NASA Astrophysics Data System (ADS)

Usman, Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-08-01

Gender is one of the interesting topics and has continuity to be explored in mathematics education research. The purpose of this study to explore difference on conceptions of students teaching program by gender. It specialized on conception of understanding, representating, and mental images about limit function. This research conducting qualitative explorative method approach. The subject consisted of one man and one woman from the group of highly skilled student and has gone through semester V. Based on data that had been analyzed proved that male student has an understanding about limit function shared by explaining this material using illustrations, while female student explained it through verbal explanation. Due to representating aspect, it revealed that both of male and female students have similarity such as using verbal explanation, graphs, symbols, and tables to representating about limit function. Analyzing Mental image aspect, researcher got that male student using word "to converge" to explained about limit function, while female student using word "to approach". So, there are differences conceptions about limit function between male and female student.

Can we continue to ignore gender differences in performance on simulation trainers?

PubMed

Thorson, Chad M; Kelly, Jason P; Forse, R Armour; Turaga, Kiran K

2011-05-01

There are differences between the genders in their innate performances on simulation trainers, which may impair accurate assessment of psychomotor skills. The performance of fourth-year students with no exposure to the Minimally Invasive Surgical Trainer compared based on gender, and other psychomotor skills. Our study included 16 male and 16 female students. After adjusting for choice of medical specialty (P<.001), current video game use (P=.6), and experience in the operating room (P=.4), female sex was an independent factor for worse performance (P=.04) in multivariate models. Women took more time than men (P<.01) and made more errors (29 versus 25 on 3 reps, P<.01). Among medical students with no previous exposure to laparoscopic trainers, female students perform worse than male students after adjusting for confounding factors. This difference must be recognized by training programs while using simulators for training and evaluation.

Advertising Students See Field as Less Gender-Focused than Other Business Courses.

ERIC Educational Resources Information Center

Faulkner, Melissa; And Others

1989-01-01

Reports on a survey of gendered differences in interests and expectations among advertising students preparing to enter advertising as a career. Finds that students expressed similar career interests and preferences, but that women anticipate greater difficulty advancing in the field once they have their first job. (SR)

Gender Differences in First-Year College Students' Academic Expectations

ERIC Educational Resources Information Center

Diniz, António M.; Alfonso, Sonia; Araújo, Alexandra M.; Deaño, Manuel; Costa, Alexandra R.; Conde, Ângeles; Almeida, Leandro S.

2018-01-01

Based on a multidimensional definition of academic expectations (AEs), the authors examine students' AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across…

The Relationship between Gender and Academic Success Online

ERIC Educational Resources Information Center

Kupczynski, Lori; Brown, Michelle; Holland, Glenda; Uriegas, Brian

2014-01-01

Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of…

Hispanic College Students' Learning Styles, Personality Types, and Gender Differences: A Collective Case Study of Ten Hispanic College Students Exposed to the Myers Briggs Type Indicator

ERIC Educational Resources Information Center

Harris, Rachelle D.

2014-01-01

The research body regarding learning styles has been abundant; however, research related to Separate and Connected learning styles has not been as copious. The purpose of this qualitative study was to explore the association between learning styles, personality types, and gender differences for Hispanic college students between the ages of 18-24…

Examining and comparing the health and performance indices of university undergraduate students according to year of study and gender

PubMed Central

Moses, Monday Omoniyi; Osei, Francis; Appiah, Eric Juniour; Obour, Agnes; Akwa, Lady Gwendoline; Baffour-Awuah, Biggie; Asamoah, Benjamin; Sarpong, Peter Akwasi; Adams, Caleb; D’Onofrio, Rosario

2017-01-01

This study examined and compared, based on year of study and gender, the health and performance indices of university undergraduate students. Eighty-nine students (mean±standard deviation age, 22.47±2.22 years) were randomly selected for assessment prior to second semester examination of 2015/2016 academic year. body mass index, resting metabolic rate, visceral fat, skeletal muscle mass, body fat, systolic & diastolic blood pressure, resting heart rate, upper & lower body endurance, handgrip strength, and lower back and hamstring flexibility were assessed. The students had sedentary heart rate, low skeletal muscle mass, average upper and lower body endurance, and weak handgrip strength. Significant difference existed in the visceral fat (P=0.008) between third and fourth year students. There were significant gender differences in resting metabolic rate (P=0.000), skeletal muscle mass (P=0.000), body fat (P=0.000), systolic blood pressure (P=0.001), heart rate (P=0.005) and handgrip strength (P=0.000). There are gender differences in association between health and performance indices. Dependable health education and pragmatic involvement of undergraduate university students in structured exercise programmes are recommended. PMID:29114505

The Connections between Students Self-Motivation, Their Classification (Typical Learners, Academic Intervention Services Learners, and Gifted), and Gender in a Standardized Social Studies Test

ERIC Educational Resources Information Center

Dupree, Jeffrey J.; Morote, Elsa Sofia

2011-01-01

This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were…

Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities

NASA Astrophysics Data System (ADS)

Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin

2015-06-01

The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents' home environments (parents' view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for International Student Assessment 2006 data of Korean 15-year-old students were analysed. The results of the study showed that girls had lower levels of science intrinsic and instrumental motivations, self-beliefs, and science-career pursuit (SCP) as well as their parents' values in science less than boys. Gender similarities, rather than gender differences, existed in patterns of causal relationship among home environments, motivations, and SCP. The results showed positive effects for parents' higher value in science and SES on motivations, SCP, and for intrinsic and instrumental motivations on SCP for girls and boys. These results provide implications for educational interventions to decrease gender differences in science motivations and SCP, and to decrease adolescents' gender stereotypes.

Gender Differences in Natural Language Factors of Subjective Intoxication in College Students: An Experimental Vignette Study

PubMed Central

Levitt, Ash; Schlauch, Robert C.; Bartholow, Bruce D.; Sher, Kenneth J.

2013-01-01

Background Examining the natural language college students use to describe various levels of intoxication can provide important insight into subjective perceptions of college alcohol use. Previous research (Levitt et al., 2009) has shown that intoxication terms reflect moderate and heavy levels of intoxication, and that self-use of these terms differs by gender among college students. However, it is still unknown whether these terms similarly apply to other individuals and, if so, whether similar gender differences exist. Method To address these issues, the current study examined the application of intoxication terms to characters in experimentally manipulated vignettes of naturalistic drinking situations within a sample of university undergraduates (N = 145). Results Findings supported and extended previous research by showing that other-directed applications of intoxication terms are similar to self-directed applications, and depend on the gender of both the target and the user. Specifically, moderate intoxication terms were applied to and from women more than men, even when the character was heavily intoxicated, whereas heavy intoxication terms were applied to and from men more than women. Conclusions The findings suggest that gender differences in the application of intoxication terms are other-directed as well as self-directed, and that intoxication language can inform gender-specific prevention and intervention efforts targeting problematic alcohol use among college students. PMID:23841828

Gender differences in natural language factors of subjective intoxication in college students: an experimental vignette study.

PubMed

Levitt, Ash; Schlauch, Robert C; Bartholow, Bruce D; Sher, Kenneth J

2013-12-01

Examining the natural language college students use to describe various levels of intoxication can provide important insight into subjective perceptions of college alcohol use. Previous research (Levitt et al., Alcohol Clin Exp Res 2009; 33: 448) has shown that intoxication terms reflect moderate and heavy levels of intoxication and that self-use of these terms differs by gender among college students. However, it is still unknown whether these terms similarly apply to other individuals and, if so, whether similar gender differences exist. To address these issues, the current study examined the application of intoxication terms to characters in experimentally manipulated vignettes of naturalistic drinking situations within a sample of university undergraduates (n = 145). Findings supported and extended previous research by showing that other-directed applications of intoxication terms are similar to self-directed applications and depend on the gender of both the target and the user. Specifically, moderate intoxication terms were applied to and from women more than men, even when the character was heavily intoxicated, whereas heavy intoxication terms were applied to and from men more than women. The findings suggest that gender differences in the application of intoxication terms are other-directed as well as self-directed and that intoxication language can inform gender-specific prevention and intervention efforts targeting problematic alcohol use among college students. Copyright © 2013 by the Research Society on Alcoholism.

Quantum Algorithms for Scientific Computing and Approximate Optimization

NASA Astrophysics Data System (ADS)

Hadfield, Stuart Andrew

Diversity and inclusion has been a concern for the physics community for nearly 50 years. Despite significant efforts including the American Physical Society (APS) Conferences for Undergraduate Women in Physics (CUWiP) and the APS Bridge Program, women, African Americans, and Hispanics continue to be substantially underrepresented in the physics profession. Similar efforts within the field of engineering, whose students make up the majority of students in the introductory calculus-based physics courses, have also met with limited success. With the introduction of research-based instruments such as the Force Concept Inventory (FCI), the Force and Motion Conceptual Evaluation (FMCE), and the Conceptual Survey of Electricity and Magnetism (CSEM), differences in performance by gender began to be reported. Researchers have yet to come to an agreement as to why these "gender gaps" exist in the conceptual inventories that are widely used in physics education research and/or how to reduce the gaps. The "gender gap" has been extensively studied; on average, for the mechanics conceptual inventories, male students outperform female students by 13% on the pretest and by 12% post instruction. While much of the gender gap research has been geared toward the mechanics conceptual inventories, there have been few studies exploring the gender gap in the electricity and magnetism conceptual inventories. Overall, male students outperform female students by 3.7% on the pretest and 8.5% on the post-test; however, these studies have much more variation including one study showing female students outperforming male students on the CSEM. Many factors have been proposed that may influence the gender gap, from differences in background and preparation to various psychological and sociocultural effects. A parallel but largely disconnected set of research has identified gender biased questions within the FCI. This research has produced sporadic results and has only been performed on the FCI. The work performed in this manuscript will seek to synthesize these strands and use large datasets and deep demographic data to understand the persistent differences in male and female performance.

Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training

NASA Astrophysics Data System (ADS)

Giuliano, Joanne

The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The differences between pretest and posttest were statistically significant. There was some reversion to pretest levels interactions at follow-up. The results of the study support the effectiveness of gender equity training in facilitating increased awareness and behavioral change in teachers. However, training needs to be of longer duration for continued effectiveness.

Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Hong, Lee Hooi; Lee, Seung Chun

2015-01-01

The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia. The result of students' midterm chemistry exam was used as the measure of chemistry achievement. The information of self-regulated learning was…

Gender Differences and Styles in the Use of Digital Games

ERIC Educational Resources Information Center

Bonanno, Philip; Kommers, P. A. M.

2005-01-01

This paper reports work in progress investigating gender differences and styles in the use of digital games amongst advanced level biology students. It is an elaboration on previous work exploring the relationship between cognitive style and academic performance in Maltese students taking biology at advanced level. In this previous work the…

Political Efficacy in Adolescence: Development, Gender Differences, and Outcome Relations

ERIC Educational Resources Information Center

Arens, A. Katrin; Watermann, Rainer

2017-01-01

The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with…

Gender and Technology in the Liberal Arts: Aptitudes, Attitudes, and Skills Acquisition

ERIC Educational Resources Information Center

Butler, Terry; Ryan, Peter; Chao, Tracy

2005-01-01

Studies in gender have offered many reasons for the differing attitudes and skill levels that male and female undergraduate students possess when it comes to learning technology skills. Male and female students have differing learning styles influenced by such experiential factors as biology, historical inequalities, inconsistent political rights,…

Navigating and Decoding Dynamic Maps: Gender Preferences and Engagement Differences within- and outside-of Game Experiences

ERIC Educational Resources Information Center

Lowrie, Tom; Jorgensen, Robyn; Logan, Tracy

2013-01-01

A survey ("n" = 410) revealed statistically significant gender differences between middle school students' preference for playing particular types of games. Subsequent instrumental case studies theorised the "within-game" and "out-of-game" experiences of two middle school students as they played a digital hand-held…

The Effects of Spiritual/Religious Engagement on College Students' Affective Outcomes: Differences by Gender and Race

ERIC Educational Resources Information Center

Rennick, Liz A.; Smedley, Cynthia Toms; Fisher, Dan; Wallace, Elizabeth; Young, Kim

2013-01-01

This study examines the general and differential effects of spiritual/religious engagement on affective college outcomes (i.e., leadership skills, interpersonal skills, social satisfaction, sense of belonging, and psychological well-being) across different gender and racial groups among undergraduate students at research universities. The study…

Exploring Student Perceptions, Learning Outcome and Gender Differences in a Flipped Mathematics Course

ERIC Educational Resources Information Center

Chen, So-Chen; Yang, Stephen J. H.; Hsiao, Chia-Chang

2016-01-01

The flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with gender difference, student perceptions and learning outcomes has still remained unexplored, and there has been little discussion regarding flipped classroom environment. To fill this gap,…

Gender Differences in Physical Activity and Related Beliefs among Hispanic College Students

ERIC Educational Resources Information Center

Magoc, Dejan; Tomaka, Joe; Shamaley, Angelee Gigi; Bridges, Amber

2016-01-01

This study investigated gender differences in physical activity (PA) and social-cognitive theory (SCT) variables among Hispanics. Students (N = 298) completed measures assessing levels of PA and variables derived from SCT. Men reported greater PA than women. Men also reported having greater self-efficacy for PA, greater perceived ability to set…

Gender Differences in Factors Related to Parenting Styles: A Study of High Performing Science Students.

ERIC Educational Resources Information Center

Hein, Carol; Lewko, John H.

1994-01-01

Examined parenting styles within families of high performing science students and explored gender differences in the factors associated with authoritative parenting style. Found that the authoritative parenting style was predominant among study participants and that a greater number of family-related variables emerge for females, whereas more…

Language and Gender in English Language Teaching

ERIC Educational Resources Information Center

Mahmud, Murni

2010-01-01

This paper highlights the impact of gender differences in English Language Teaching. It explores students' learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females' English students of the State University of Makassar. It is to reveal their attitudes…

The role of school performance in narrowing gender gaps in the formation of STEM aspirations: a cross-national study.

PubMed

Mann, Allison; Legewie, Joscha; DiPrete, Thomas A

2015-01-01

This study uses cross-national evidence to estimate the effect of school peer performance on the size of the gender gap in the formation of STEM career aspirations. We argue that STEM aspirations are influenced not only by gender stereotyping in the national culture but also by the performance of peers in the local school environment. Our analyses are based on the Program for International Student Assessment (PISA). They investigate whether 15-year-old students from 55 different countries expect to have STEM jobs at the age of 30. We find considerable gender differences in the plans to pursue careers in STEM occupations in all countries. Using PISA test scores in math and science aggregated at the school level as a measure of school performance, we find that stronger performance environments have a negative impact on student career aspirations in STEM. Although girls are less likely than boys to aspire to STEM occupations, even when they have comparable abilities, boys respond more than girls to competitive school performance environments. As a consequence, the aspirations gender gap narrows for high-performing students in stronger performance environments. We show that those effects are larger in countries that do not sort students into different educational tracks.

Science Anxiety and Gender in Students Taking General Education Science Courses

NASA Astrophysics Data System (ADS)

Udo, M. K.; Ramsey, G. P.; Mallow, J. V.

2004-12-01

Earlier studies [Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology 3: 227-238; Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., and Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology 10: 237-247] of science anxiety in various student cohorts suggested that nonscience majors were highly science anxious (SA), regardless of what science courses they were taking. In this study, we investigated science anxiety in a cohort consisting mostly of nonscience majors taking general education science courses. Regression analysis shows that the leading predictors of science anxiety are (i) nonscience anxiety and (ii) gender, as they were for different cohorts in the earlier studies. We confirm earlier findings that females are more SA than males. Chi-square analysis of acute science anxiety shows an amplification of these differences. We found statistically significant levels of science anxiety in humanities and social science students of both genders, and gender differences in science anxiety, despite the fact that the students were all enrolled in general education science courses specifically designed for nonscience majors. We found acute levels of anxiety in several groups, especially education, nursing, and business majors. We describe specific interventions to alleviate science anxiety.

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences.

PubMed

Hajovsky, Daniel B; Mason, Benjamin A; McCune, Luke A

2017-08-01

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N=1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d=-0.15 to -0.32), but latent conflict increased for males (Cohen's d=0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β=0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β=0.08 to 0.11) and conflict (β=-0.07 to -0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

The effect of gender on the attitudes of undergraduates toward young-earth creationism after enrollment in an origins course

NASA Astrophysics Data System (ADS)

Vinaja, Sean Stephen

Many Christian students graduate from secondary schools and enter Christian colleges with worldviews that are unbiblical or contain unbiblical components, many of which stem from their beliefs regarding origins. Little research has been done to study the effect of gender on the role of a young-earth creationist (YEC) origins course in shaping students' worldview. Research has shown that males and females respond differently to science and religion instruction; because the origins discussion is an intersection of science and religion, the study of gender's effect in developing a Bible-based worldview is important so that Christian colleges might more effectively guide their students in developing that biblical worldview. The purpose of this causal-comparative study was to determine whether students' gender affected their YEC worldview components after enrollment in a YEC origins course while controlling for their pre-course worldviews. A sample of 315 residential students enrolled in a YEC origins course at a conservative Christian college in the Southeast completed the Creationist Worldview Scale before and after taking the course; the survey also contained a demographic questionnaire that collected information regarding students' gender, major, classification, ethnicity, and secondary schooling. The data were analyzed using a one way ANCOVA. There were no statistically significant differences between male and female students' posttest age scores or posttest science scores, but there was a significant difference between their posttest theology scores. Suggestions for further research are also included.

The Influence of Gender Differences on Within-Term Changes in Junior-College Student Motivation.

ERIC Educational Resources Information Center

Karsenti, Thierry; Thibert, Gilles

A field study was conducted to investigate the effect of gender, and gender combined with other variables on within-term changes in junior college student motivation. Intrinsic motivation (IM) refers to doing an activity for the pleasure and satisfaction derived from participating. Extrinsic motivation (EM) refers to engaging in behaviors as a…

Supporting Gender Equality in Extracurricular Activities and the Impact on Female Bullying Victimization in School

ERIC Educational Resources Information Center

Lehman, Brett

2017-01-01

This study examines gender differences in the extent to which U.S. high school students are bullied in connection with participation in and attitudes towards extracurricular activities. Previous research suggests that students are bullied when their participation exhibits gender abnormal performances of masculinity or femininity, but less is known…

Exploring Physical Activity by Ethnicity and Gender in College Students Using Social Cognitive Theory

ERIC Educational Resources Information Center

Nehl, Eric J.; Blanchard, Chris M.; Kupperman, Janet; Sparling, Phillip; Rhodes, Ryan; Torabi, Mohammad R.; Courneya, Kerry S.

2012-01-01

Intervention;The psychological determinants of physical activity (PA) among college students may vary by ethnicity and gender, but few studies have considered these characteristics. This study tested constructs from Social Cognitive Theory (SCT) by ethnicity and gender to explain differences in PA. A total of 231 Blacks (70% female) and 218 White…

Gender differences in perception of workplace sexual harassment among future professionals.

PubMed

Banerjee, Amitav; Sharma, Bhavana

2011-01-01

Indian society is in a stage of rapid social transition. As more women enter the workforce, stresses vis-à-vis the genders are to be expected in patriarchal society to which most of our population belongs. Earlier studies in Western societies have revealed gender differences in perception of what constitutes sexual harassment. Elicit gender differences, if any, in the workplace sexual harassment among future professionals. A cross-sectional study among the students of professional colleges. A total of 200 students of both sexes were randomly selected from four professional colleges. Data collection was done on a structured questionnaire by interview. Internal consistency of the questionnaire was tested by Crohnbach's α coefficient. Associations between gender and perceptions were explored with Chi-square, Odds Ratio with 95% confidence interval, where applicable. The differences in perception on what constitutes sexual harassment among the genders were statistically significant on many measures (P<0.01). Men and women differ in their awareness as to what constitute sexual harassment. Men were more lacking in awareness regarding sexual harassment.

Gender differences in teacher-student interactions in science classrooms

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Wheatley, Jack

1990-12-01

Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.

Math Growth Trajectories of Students with Disabilities: Disability Category, Gender, Racial, and Socioeconomic Status Differences from Ages 7 to 17

ERIC Educational Resources Information Center

Wei, Xin; Lenz, Keith B.; Blackorby, Jose

2013-01-01

This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement…

An Elaborated Model of Student Support to Allow for Gender Considerations in Asian Distance Education

ERIC Educational Resources Information Center

Jung, Insung; Seongyoun, Hong

2014-01-01

Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues.…

Money Matters: The Impact of Race/Ethnicity and Gender on How Students Pay for College.

ERIC Educational Resources Information Center

King, Jacqueline E.

This report describes how students from the major racial/ethnic groups and of different genders pay for college, identifying background characteristics that influence how students finance their education. Data for the study comes from the 1995-96 National Postsecondary Student Aid Study (NPSAS:96), conducted by the U.S. Department of Education.…

A Comparative Study of International Student Engagement and Success Based on Race/Ethnicity, Gender, and Institutional Type

ERIC Educational Resources Information Center

Phillips, Gareth Carlington

2013-01-01

The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2,158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses…

Gender Differences in College Students' Perceptions of Same-Sex Sexual Harassment: The Influence of Physical Attractiveness and Attitudes toward Lesbians and Gay Men

ERIC Educational Resources Information Center

Castillo, Yenys; Muscarella, Frank; Szuchman, Lenore T.

2011-01-01

This study examined college students' perceptions of same-sex harassment as a function of the observer's gender, the initiator's physical attractiveness, and observers' attitudes toward lesbians and gay men. Ninety-six college students read a scenario portraying a professor's sexual advances toward a student. The Perception of Harassment…

Gender differences in the learning and teaching of surgery: a literature review

PubMed Central

Josephson, Anna

2014-01-01

Objectives To explore evidence concerning gender differences in teaching and learning in surgery to guide future initiatives. Methods This systematic review was conducted searching in the following electronic databases: MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus and PubMed. All studies related to gender differences in surgical education, teaching or learning of surgery at an undergraduate level were included. Data was extracted and critically appraised. Gender differences in learning, teaching, skills acquisition, perceptions and attitudes, interest on surgery, personality and factors influencing interest in surgical careers were differentiated. Results There is an underrepresentation of women in surgical academia, due to lack of role models and gender awareness. It is not clear whether or not gender itself is a factor that affects the learning of surgical tasks. Female students pursuing a surgical career had experienced sexual harassment and gender discrimination that can have an effect on the professional identity formation and specialty choice. There are differences in personality among female and male students interested in surgery. Gender is a determining factor to choose surgery, with a consistent lower proportion of women compared interested in pursuing a surgical career. Mentoring and personality fit are important in medical student’s specialty selection. Female students are more likely to be discouraged from pursuing a surgical career by a lack of female role models. Conclusions Bias against women in surgery still exists. There is a lack of studies that investigate the role of women in the teaching of surgery. PMID:25341220

Gender Differences in Gifted Students' Advice on Solving the World's Problems

ERIC Educational Resources Information Center

Malin, Jenessa; Makel, Matthew C.

2012-01-01

Gender differences in interests and preferences are among the currently accepted potential explanations for the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields. In an attempt to analyze the development of such preferences, gender differences expressed in essays written by gifted elementary students…

The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.

PubMed

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-12-01

The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.

Gender roles, physical and sexual violence prevention in primary extend to secondary school in Samutsakorn Province, Thailand.

PubMed

Chamroonsawasdi, Kanittha; Suparp, Jarueyporn; Kittipichai, Wirin; Khajornchaikul, Piyathida

2010-03-01

To enhance positive attitude and life skills on gender roles to prevent physical and sexual violence. A whole school-based participatory learning program using a quasi-experimental study with pre and post test design was conducted among 2 schools during June-September, 2005. The experimental group, were 134 students in a primary school and 179 students in a secondary school. While the control group, were 122 students in a primary school and 95 students in a secondary school. Means score of attitude toward gender roles before implementation in the experimental group was significantly lower than the control group (p < 0.05). After implementation, the means score in the experimental group was not significantly different from the control group (p > 0.05). Means paired different score (after-before) between the two groups was significantly different (p = 0.002). A whole school-based program on gender roles and violence prevention is suitable for youths and should be merged as school curricula and expanded as a nationwide program at all level of education. Gender equity should be taught at an early childhood. Parental involvement in school-based activities should be negotiated.

Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

NASA Astrophysics Data System (ADS)

Abraham, Jessy; Barker, Katrina

2015-02-01

Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation, engagement and enrolment behaviour among senior secondary students from New South Wales schools who have already chosen to study physics. It examines whether the differences reflect differences of degree in these dimensions, or differences of kind for these students. Fine-grained analyses at module-specific level of the senior secondary physics curriculum indicated that the differences do not represent differences of kind. That is, girls' and boys' perceptions of the key facets of motivation, sustained engagement and choice intentions in relation to physics seemed to be qualitatively the same. However, there were differences in the degree to which boys and girls are motivated, although the pattern was inconsistent across the four modules of the senior secondary physics curriculum. Girls' motivation, engagement and sustained enrolment plans in relation to physics were found equal to or higher than boys' at various time points through the course. These findings highlight the need to change the existing gender-biased stereotype that students perceive physics as a male domain and that subjective motivation, engagement and enrolment plans will always report higher measures for males. The results have implications for intervention strategies aimed at sustaining student motivation in physics. The potential implications of the findings for practitioners and researchers are discussed.

Peer influence on students' estimates of performance: social comparison in clinical rotations.

PubMed

Raat, A N Janet; Kuks, Jan B M; van Hell, E Ally; Cohen-Schotanus, Janke

2013-02-01

During clinical rotations, students move from one clinical situation to another. Questions exist about students' strategies for coping with these transitions. These strategies may include a process of social comparison because in this context it offers the student an opportunity to estimate his or her abilities to master a novel rotation. These estimates are relevant for learning and performance because they are related to self-efficacy. We investigated whether student estimates of their own future performance are influenced by the performance level and gender of the peer with whom the student compares him- or herself. We designed an experimental study in which participating students (n = 321) were divided into groups assigned to 12 different conditions. Each condition entailed a written comparison situation in which a peer student had completed the rotation the participant was required to undertake next. Differences between conditions were determined by the performance level (worse, similar or better) and gender of the comparison peer. The overall grade achieved by the comparison peer remained the same in all conditions. We asked participants to estimate their own future performance in that novel rotation. Differences between their estimates were analysed using analysis of variance (ANOVA). Students' estimates of their future performance were highest when the comparison peer was presented as performing less well and lowest when the comparison peer was presented as performing better (p < 0.001). Estimates of male and female students in same-gender comparison conditions did not differ. In two of three opposite-gender conditions, male students' estimates were higher than those of females (p < 0.001 and p < 0.05, respectively). Social comparison influences students' estimates of their future performance in a novel rotation. The effect depends on the performance level and gender of the comparison peer. This indicates that comparisons against particular peers may strengthen or diminish a student's self-efficacy, which, in turn, may ease or hamper the student's learning during clinical rotations. The study is limited by its experimental design. Future research should focus on students' comparison behaviour in real transitions. © Blackwell Publishing Ltd 2013.

Effect of Gender on Computer Use and Attitudes of College Seniors

NASA Astrophysics Data System (ADS)

McCoy, Leah P.; Heafner, Tina L.

Male and female students have historically had different computer attitudes and levels of computer use. These equity issues are of interest to researchers and practitioners who seek to understand why a digital divide exists between men and women. In this study, these questions were examined in an intensive computing environment in which all students at one university were issued identical laptop computers and used them extensively for 4 years. Self-reported computer use was examined for effects of gender. Attitudes toward computers were also assessed and compared for male and female students. The results indicated that when the technological environment was institutionally equalized for male and female students, many traditional findings of gender differences were not evident.

Dissecting the voice: Health professions students' perceptions of instructor age and gender in an online environment and the impact on evaluations for faculty.

PubMed

Doubleday, Alison F; Lee, Lisa M J

2016-11-01

Gender and age bias is well-documented in academia with many studies demonstrating bias in students' evaluations of instructors. Failure of an instructor to meet gender or age-based expectations can translate to lower scores or negative comments on evaluations. While there is some evidence of bias in students' evaluations of online instructors, current studies have not fully examined the relationship between bias and instructor vocal characteristics. First-year dental students at two institutions were randomly assigned one of four videos on spinal cord anatomy to view. Videos contained identical content but were narrated by individuals of different gender and age (younger man, younger woman, older man, older woman). Students completed a content-based prequiz, watched the video, completed a postquiz, and answered a questionnaire evaluating the video and instructor. Students at Institution A rated the younger man and younger woman highest for nearly every evaluation category. At Institution B students rated the older man and younger woman highest. Results reveal that the older woman's voice received the lowest rankings for nearly every question in both samples. This report confirms the presence of gender and age bias in student evaluations of instructors in an online environment and demonstrates that bias may surface in response to vocal characteristics. Bias may impact older women more significantly than other groups. Differences in results from Institution A and Institution B suggest that factors affecting student perceptions of instructors, and the roles that gender and age bias may play in student evaluations, are complex and may be contextual. Anat Sci Educ 9: 537-544. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The Intersection of Gender and Race: Exploring Chemical Engineering Students' Attitudes

ERIC Educational Resources Information Center

Goodwin, Allison; Verdín, Dina; Kirn, Adam; Satterfield, Derrick

2018-01-01

We surveyed 342 first-year engineering students at four U.S. institutions interested in a chemical engineering career about their feelings of belonging in engineering, motivation, and STEM identities. We compared these students by both gender and race/ethnicity on these attitudinal factors. We found several significant differences in…

Gender Differences in Student Attitude for Seating Layout in College Classrooms

ERIC Educational Resources Information Center

Burgess, Brigitte; Kaya, Naz

2007-01-01

This study examined whether gender influenced college students' attitudes regarding classroom seating layout. Seating layouts included: a) rows of tablet-arm chairs, b) U-shaped, c) clusters, and d) rows of tables with individual chairs. The sample consisted of 912 college students. Factor analysis yielded two dimensions: "Feeling at Ease" and…

The Differences in Scores and Self-Efficacy by Student Gender in Mathematics and Science

ERIC Educational Resources Information Center

Louis, Rachel A.; Mistele, Jean M.

2012-01-01

Typically, mathematics and science are seen as linked together, where both subjects involve numbers, critical thinking, and problem solving. Our study aims to develop a better understanding of the connections between student's achievement scores in mathematics and science, student gender, and self-efficacy. We used the Trends in International…

Gender differences in heterosexual college students' conceptualizations and indicators of sexual consent: implications for contemporary sexual assault prevention education.

PubMed

Jozkowski, Kristen N; Peterson, Zoë D; Sanders, Stephanie A; Dennis, Barbara; Reece, Michael

2014-01-01

Because sexual assault is often defined in terms of nonconsent, many prevention efforts focus on promoting the clear communication of consent as a mechanism to reduce assault. Yet little research has specifically examined how sexual consent is being conceptualized by heterosexual college students. In this study, 185 Midwestern U.S. college students provided responses to open-ended questions addressing how they define, communicate, and interpret sexual consent and nonconsent. The study aimed to assess how college students define and communicate consent, with particular attention to gender differences in consent. Results indicated no gender differences in defining consent. However, there were significant differences in how men and women indicated their own consent and nonconsent, with women reporting more verbal strategies than men and men reporting more nonverbal strategies than women, and in how they interpreted their partner's consent and nonconsent, with men relying more on nonverbal indicators of consent than women. Such gender differences may help to explain some misunderstandings or misinterpretations of consent or agreement to engage in sexual activity, which could partially contribute to the occurrence of acquaintance rape; thus, a better understanding of consent has important implications for developing sexual assault prevention initiatives.

Anxiety in school students: Role of parenting and gender.

PubMed

Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

2013-07-01

The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents 'Democratic' and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

Differences in body dissatisfaction, weight-management practices and food choices of high-school students in the Bangkok metropolitan region by gender and school type.

PubMed

Chongwatpol, Pitipa; Gates, Gail E

2016-05-01

The present study aimed to compare body dissatisfaction, food choices, physical activity and weight-management practices by gender and school type. A questionnaire was used to obtain height, weight, body image perception using Stunkard's figure rating scale, food choices, physical activity and weight-management practices. Nine single- and mixed-gender schools located in Bangkok Metropolitan Region, Thailand. Students in 10th-12th grade, aged 15-18 years (n 2082). Only 18% of females and 21% of males did not indicate body dissatisfaction. About 66% of females selected a thinner ideal figure than their current figure. Among males, 44% wanted a thinner figure, but 35% wanted a bigger figure. However, univariate analysis found differences by school type but not gender in the degree of body dissatisfaction; students in single-gender schools had more body dissatisfaction. Females reported using more weight-management practices but less physical activity, while males reported healthier food choices. Participants in single-gender schools had healthier food choices compared with those in mixed-gender schools. Adolescents who were at increased risk of a greater degree of body dissatisfaction were females, attended single-gender schools, had lower household income, higher BMI and less physical activity. Most participants reported being dissatisfied with their current body shape, but the type and level of dissatisfaction and use of weight-management practices differed by gender and type of school. These findings suggest that programmes to combat body dissatisfaction should address different risk factors in males and females attending single- and mixed-gender schools.

Gender Differences in Factor Scores of Anxiety and Depression among Australian University Students: Implications for Counselling Interventions

ERIC Educational Resources Information Center

Bitsika, Vicki; Sharpley, Chris F.; Melham, Therese C.

2010-01-01

Anxiety and depression inventory scores from 200 male and female university students attending a private university in Australia were examined for their factor structure. Once established, the two sets of factors were tested for gender-based differences, revealing that females were more likely than males to report symptomatology associated with…

Self-Reported Delinquency of High School Students in Metro Manila: Gender and Social Class

ERIC Educational Resources Information Center

Gutierrez, Filomin C.; Shoemaker, Donald J.

2008-01-01

Self-report data were gathered from 633 students from public and private schools in metro Manila, Philippines. The study finds overall delinquency prevalence to be higher among males than females but not significantly different from one socioeconomic class to another. Gender and class differentials, however, are found for different types of…

Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance

ERIC Educational Resources Information Center

Ganley, Colleen M.; Vasilyeva, Marina; Dulaney, Alana

2014-01-01

Prior research has demonstrated a male advantage in spatial skills and science achievement. The present research integrated these findings by testing the potential role of spatial skills in gender differences in the science performance of eighth-grade students (13-15 years old). In "Study 1" (N = 113), the findings showed that mental…

Knowledge, Beliefs, and Behaviors: Examining Human Papillomavirus-Related Gender Differences among African American College Students

ERIC Educational Resources Information Center

Bynum, Shalanda A.; Brandt, Heather M.; Friedman, Daniela B.; Annang, Lucy; Tanner, Andrea

2011-01-01

Objective: Given recent approval for administration of a human papillomavirus (HPV) vaccine to men, it is important to assess the HPV-related perspectives of men and women. The purpose of this study was to examine gender differences in HPV knowledge, beliefs, and vaccine acceptance among college students attending 3 historically black…

Testing Measurement Invariance and Latent Mean Differences across Gender Groups in College Students' Internet-Specific Epistemic Beliefs

ERIC Educational Resources Information Center

Chiu, Yen-Lin; Tsai, Chin-Chung; Liang, Jyh-Chong

2015-01-01

The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling…

Gender Differences in Motivation to Learn French

ERIC Educational Resources Information Center

Kissau, Scott

2006-01-01

There is concern among second language educators in Canada that male students are losing interest in studying French as a second language (FSL). In response, in the fall of 2003, a study was conducted to investigate gender differences in second language (L2) motivation among Grade 9 core French students. Building upon the traditional model of L2…

Gender Differences Regarding Motivation for Physical Activity among College Students: A Self-Determination Approach

ERIC Educational Resources Information Center

Lauderdale, Michael E.; Yli-Piipari, Sami; Irwin, Carol C.; Layne, Todd E.

2015-01-01

Previous research has shown a decline in physical activity (PA) across college years, females being less physically active compared with males. Scholars have suggested studies to understand gender differences in PA and to examine motivational processes to facilitate college students' PA. Grounded in self-determination theory, the purpose of this…

Personal Integrative Spirituality, Relational Christian Spirituality, and College Student Identity Development, with a Focus on Gender Differences

ERIC Educational Resources Information Center

Corry, Lisa M.

2012-01-01

The question explored in this research from the literature is: Regarding college student identity development, what is known about personal integrative spirituality and relational Christian spirituality, with a particular focus on gender differences? Spirituality is included as an aspect of identity development by theorists Erikson, Marcia,…

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

ERIC Educational Resources Information Center

Wallace, John M., Jr.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

Large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students were used in this study to examine current patterns and recent trends in racial, ethnic, and gender differences in school discipline from 1991 to 2005. Findings revealed that Black, Hispanic, and American Indian youth are slightly more…

Gender Differences in Attitudes towards Learning Oral Skills Using Technology

ERIC Educational Resources Information Center

Harb, Jibrel; Abu Bakar, Nadzrah; Krish, Pramela

2014-01-01

This paper reports a quantitative study on gender differences in attitudes when learning oral skills via technology. The study was conducted at Tafila Technical University, Jordan, with 70 female and 30 male students, to find out if female students are better and faster in learning a language than male. Specifically, it seeks to investigate…

Gender Differences in Spatial Ability: "Relationship to Spatial Experience among Chinese Gifted Students in Hong Kong"

ERIC Educational Resources Information Center

Chan, David W.

2007-01-01

Spatial ability based on measures of mental rotation, and spatial experience based on self-reported participation in visual-arts as well as spatial-orientation activities were assessed in a sample of 337 Chinese, gifted students. Consistent with past findings for the general population, there were gender differences in spatial ability favoring…

The Graduate Experience in Engineering and the Physical Sciences: Gender and Ethnic Differences in Initial Expectations and Departmental Incorporation.

ERIC Educational Resources Information Center

Santiago, Anna M.; Einarson, Marne K.

This study examined the relative impact of both student-driven and institutional factors on anticipated academic and career outcomes among first-year graduate students. The study addressed two primary questions: (1) whether significant gender and ethnic differences exist in the academic credentials, expectations, and degree of incorporation within…

Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Tate Stevenson, Kathryn

2014-09-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students' science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students' science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers' views of science instruction, and desultory connections of alternative learning settings to 'school' science.

Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender

PubMed Central

2016-01-01

Purpose Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of ‘attitude-behavior inconsistency’ showing that students’ predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. Methods This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Results Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Conclusion Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice. PMID:27894184

Gender Gap or Program Gap? Students' Negotiations of Study Practice in a Course in Electromagnetism

ERIC Educational Resources Information Center

Andersson, Staffan; Johansson, Anders

2016-01-01

This study of achievement differences, as reflected by course grades, on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a gender gap in course grades between female and male students for the period of fall 2007 to spring 2013.…

Accounting for the Gender Gaps in Student Performance in Reading and Mathematics: Evidence from 31 Countries

ERIC Educational Resources Information Center

Marks, Gary N.

2008-01-01

In most countries, girls perform better than boys in reading but worse in mathematics. However, there is much variation between countries. Explanations for the gender gaps include the organisation of the school system, students' expectations and macro-societal factors. The purpose of this paper is to account for gender differences in both reading…

"Boys Press All the Buttons and Hope It Will Help": Upper Secondary School Teachers' Gendered Conceptions about Students' Mathematical Reasoning

ERIC Educational Resources Information Center

Sumpter, Lovisa

2016-01-01

Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students' mathematical reasoning by studying the symbols that were attributed to boys and girls,…

The effects of sex and gender role identity on perceived stress and coping among traditional and nontraditional students.

PubMed

Jones, Kayla; Mendenhall, Sarah; Myers, Charlsie A

2016-01-01

This study examined differences in perceived stress and coping strategies based on gender role identity (GRI) and sex among traditional and nontraditional college students. Online surveys that assessed demographic information, GRI, and perceived stress were completed between October 2013 and March 2014 by 197 students. Nontraditional masculine male students reported higher levels of perceived stress compared with nontraditional androgynous male students. Traditional androgynous female students showed significantly lower levels of perceived stress compared with their masculine counterparts. Nontraditional female students reported using more approach coping strategies than their traditional male students, but there were no differences in coping strategies among traditional students. These results suggest traditional and nontraditional students have different levels of perceived stress based on sex and GRI. Thus, colleges and universities should consider designing workshops, programs, and seminars to address the needs of students based on their sex, GRI, and student type.

[Health-related behavior in a sample of Brazilian college students: gender differences].

PubMed

Colares, Viviane; Franca, Carolina da; Gonzalez, Emília

2009-03-01

This study investigated whether undergraduate students' health-risk behaviors differed according to gender. The sample consisted of 382 subjects, aged 20-29 years, from public universities in Pernambuco State, Brazil. Data were collected using the National College Health Risk Behavior Survey, previously validated in Portuguese. Descriptive and inferential statistical techniques were used. Associations were analyzed with the chi-square test or Fisher's exact test. Statistical significance was set at p < or = 0.05. In general, females engaged in the following risk behaviors less frequently than males: alcohol consumption (p = 0.005), smoking (p = 0.002), experimenting with marijuana (p = 0.002), consumption of inhalants (p < or = 0.001), steroid use (p = 0.003), carrying weapons (p = 0.001), and involvement in physical fights (p = 0.014). Meanwhile, female students displayed more concern about losing or maintaining weight, although they exercised less frequently than males. The findings thus showed statistically different health behaviors between genders. In conclusion, different approaches need to be used for the two genders.

Girls and Mathematics--A "Hopeless" Issue? A Control-Value Approach to Gender Differences in Emotions towards Mathematics

ERIC Educational Resources Information Center

Frenzel, Anne C.; Pekrun, Reinhard; Goetz, Thomas

2007-01-01

This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000, 2006) control-value theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students' different levels of control and value beliefs in mathematics, even when controlling…

Gender differences in health habits and in motivation for a healthy lifestyle among Swedish university students.

PubMed

von Bothmer, Margareta I K; Fridlund, Bengt

2005-06-01

The aim of the present study was to investigate gender differences in students' health habits and motivation for a healthy lifestyle. The sample of students comprised a probability systematic stratified sample from each department at a small university in the south-west of Sweden (n = 479). A questionnaire created for this study was used for data collection. Self-rated health was measured by number of health complaints, where good health was defined as having less than three health complaints during the last month. A healthy lifestyle index was computed on habits related to smoking, alcohol consumption, food habits, physical activity and stress. Female students had healthier habits related to alcohol consumption and nutrition but were more stressed. Male students showed a high level of overweight and obesity and were less interested in nutrition advice and health enhancing activities. The gender differences are discussed in relation to the impact of stress on female students' health, and the risk for male students in having unhealthy nutritional habits in combination with being physically inactive and drinking too much alcohol.

Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.

PubMed

Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P

2009-09-01

Work preferences, life values, and personal views of top math/science graduate students (275 men, 255 women) were assessed at ages 25 and 35 years. In Study 1, analyses of work preferences revealed developmental changes and gender differences in priorities: Some gender differences increased over time and increased more among parents than among childless participants, seemingly because the mothers' priorities changed. In Study 2, gender differences in the graduate students' life values and personal views at age 35 were compared with those of profoundly gifted participants (top 1 in 10,000, identified by age 13 and tracked for 20 years: 265 men, 84 women). Again, gender differences were larger among parents. Across both cohorts, men appeared to assume a more agentic, career-focused perspective than women did, placing more importance on creating high-impact products, receiving compensation, taking risks, and gaining recognition as the best in their fields. Women appeared to favor a more communal, holistic perspective, emphasizing community, family, friendships, and less time devoted to career. Gender differences in life priorities, which intensify during parenthood, anticipated differential male-female representation in high-level and time-intensive careers, even among talented men and women with similar profiles of abilities, vocational interests, and educational experiences. (c) 2009 APA, all rights reserved).

Modelling of Factors Influencing Gender Difference in Mathematics Achievement Using TIMSS 2011 Data for Singaporean Eighth Grade Students

ERIC Educational Resources Information Center

Yoo, Yang Seok

2018-01-01

Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model…

How Gender Differences in Academic Engagement Relate to Students' Gender Identity

ERIC Educational Resources Information Center

Kessels, Ursula; Heyder, Anke; Latsch, Martin; Hannover, Bettina

2014-01-01

Background: Gender differences in educational outcomes encompass many different areas. For example, in some educational settings, boys lag behind girls on indicators of educational success, such as leaving certificates and type of school attended. In studies testing performance, boys typically show lower competence in reading compared with girls,…

Gender Differences in Eye Movements in Solving Text-and-Diagram Science Problems

ERIC Educational Resources Information Center

Huang, Po-Sheng; Chen, Hsueh-Chih

2016-01-01

The main purpose of this study was to examine possible gender differences in how junior high school students integrate printed texts and diagrams while solving science problems. We proposed the response style hypothesis and the spatial working memory hypothesis to explain possible gender differences in the integration process. Eye-tracking…

Gender Disparities in Sciences: The Question of Parental Influence on Children's Self-Concept and Utility-Value

ERIC Educational Resources Information Center

Makwinya, Noel M.; Hofman, Roelande H.

2015-01-01

Self-concept and utility-values are thought to influence differences in choices, participation and performance in schools-careers between students of different genders and ages. This study was investigating existence of gender differences in such constructs regarding science. Further, the study investigated whether development of such constructs…

Gender Differences in Adolescents' Academic Motivation and Classroom Behaviour

ERIC Educational Resources Information Center

Bugler, Myfanwy; McGeown, Sarah P.; St Clair-Thompson, Helen

2015-01-01

The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…

Racial, gender, and socioeconomic status bias in senior medical student clinical decision-making: a national survey.

PubMed

Williams, Robert L; Romney, Crystal; Kano, Miria; Wright, Randy; Skipper, Betty; Getrich, Christina M; Sussman, Andrew L; Zyzanski, Stephen J

2015-06-01

Research suggests stereotyping by clinicians as one contributor to racial and gender-based health disparities. It is necessary to understand the origins of such biases before interventions can be developed to eliminate them. As a first step toward this understanding, we tested for the presence of bias in senior medical students. The purpose of the study was to determine whether bias based on race, gender, or socioeconomic status influenced clinical decision-making among medical students. We surveyed seniors at 84 medical schools, who were required to choose between two clinically equivalent management options for a set of cardiac patient vignettes. We examined variations in student recommendations based on patient race, gender, and socioeconomic status. The study included senior medical students. We investigated the percentage of students selecting cardiac procedural options for vignette patients, analyzed by patient race, gender, and socioeconomic status. Among 4,603 returned surveys, we found no evidence in the overall sample supporting racial or gender bias in student clinical decision-making. Students were slightly more likely to recommend cardiac procedural options for black (43.9 %) vs. white (42 %, p = .03) patients; there was no difference by patient gender. Patient socioeconomic status was the strongest predictor of student recommendations, with patients described as having the highest socioeconomic status most likely to receive procedural care recommendations (50.3 % vs. 43.2 % for those in the lowest socioeconomic status group, p < .001). Analysis by subgroup, however, showed significant regional geographic variation in the influence of patient race and gender on decision-making. Multilevel analysis showed that white female patients were least likely to receive procedural recommendations. In the sample as a whole, we found no evidence of racial or gender bias in student clinical decision-making. However, we did find evidence of bias with regard to the influence of patient socioeconomic status, geographic variations, and the influence of interactions between patient race and gender on student recommendations.

College Students' Academic Motivation: Differences by Gender, Class, and Source of Payment

ERIC Educational Resources Information Center

Brouse, Corey H.; Basch, Charles E.; LeBlanc, Michael; McKnight, Kelly R.; Lei, Ting

2010-01-01

The purpose of this paper is to describe college students' (n = 856) gender, year in school and source of tuition funding in relation to their academic motivation. The design was cross-sectional and used cluster sampling. The Academic Motivation Scale was used to measure students' intrinsic and extrinsic motivations as well as amotivation. Three…

The Impact of Gender on Chinese Elementary School Teachers' Perceptions of Student Behavior Problems

ERIC Educational Resources Information Center

Caldarella, Paul; Shatzer, Ryan H.; Richardson, Michael J.; Shen, Jiliang; Zhang, Na; Zhang, Caiyun

2009-01-01

Background: Research on teacher perceptions of student behavior problems is relatively recent in the People's Republic of China. Although some findings are consistent with research in Western settings, interesting differences have emerged. A question that has yet to be examined is the role of teacher and student gender in teachers' perceptions of…

Elementary Students' Self-Efficacy Beliefs in Science: Role of Grade Level, Gender, and Socio-Economic Status

ERIC Educational Resources Information Center

Karaarslan, Guliz; Sungur, Semra

2011-01-01

This study examined grade level and gender difference with respect to elementary students' science and technology self-efficacy. Additionally, relationship between socio-economic status (SES) and self-efficacy was examined. A total of 145 elementary students participated in the study. Self efficacy towards Science and Technology Scale was used to…

Gender and Information Literacy: Evaluation of Gender Differences in a Student Survey of Information Sources

ERIC Educational Resources Information Center

Taylor, Arthur; Dalal, Heather A.

2017-01-01

Information literacy studies have shown that college students use a variety of information sources to perform research and commonly choose Internet sources over traditional library sources. Studies have also shown that students do not appear to understand the information quality issues concerning Internet information sources and may lack the…

Comparison of Race-Gender, Urban-Suburban Criminal Justice College Students Satisfaction of the Police Department

ERIC Educational Resources Information Center

Verga, Christopher; Murillo, Leo; Toulon, Errol D.; Morote, Elsa-Sofia; Perry, S. Marshall

2016-01-01

This quantitative study explored criminal justice college students' satisfaction with the police. 176 college students in Suffolk County, Long Island and New York City participated in a survey. The study examined the extent to which satisfaction with the local police department differs by location (urban and suburban), gender (female and male),…

Women Students in Engineering in Mexico: Exploring Responses to Gender Differences

ERIC Educational Resources Information Center

García Villa, Carmen; González y González, Elsa M.

2014-01-01

The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was…

Gender Differences in Reading Achievement and Enjoyment of Reading: The Role of Perceived Teaching Quality

ERIC Educational Resources Information Center

Hochweber, Jan; Vieluf, Svenja

2018-01-01

The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management,…

The Interaction Effects of Gender and Grade Level on Secondary School Students' Attitude towards Learning Chemistry

ERIC Educational Resources Information Center

Heng, Chua Kah; Karpudewan, Mageswary

2015-01-01

This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry…

Participation in the "Journal of College Student Development" as Authors and Editorial Board Members: A Gender Study.

ERIC Educational Resources Information Center

White, Arden; Klimowski, Barbara

Scholarly experiences of men and women differ in several ways, including participation in various aspects of writing. This study analyzed author contribution and editorial board participation, by gender, for the entire history of the "Journal of College Student Development" (formerly the "Journal of College Student Personnel").…

An Empirical Examination of the Roles of Ability and Gender in Collaborative Homework Assignments

ERIC Educational Resources Information Center

Parker, Jeffrey

2010-01-01

The author investigates how ability and gender affect grades on homework projects performed by assigned pairs of students in an undergraduate macroeconomics course. The assignment grade is found to depend on the ability of both students, and the relative importance of the stronger and weaker student differs in predictable ways depending on the…

How the gender of a victim character in a virtual scenario created to learn CPR protocol affects student nurses' performance.

PubMed

Boada, Imma; Rodriguez-Benitez, Antonio; Thió-Henestrosa, Santiago; Olivet, Josep; Soler, Josep

2018-08-01

Virtual simulations recreate scenarios where student nurses can practice procedures in a safe and supervised manner and with no risk to the patient. Virtual scenarios include digital characters that reproduce human actions. Generally, these characters are modeled as males and restricted roles are assigned to females. Our objective is to evaluate how the character gender of a victim in a scenario created to practice the cardiopulmonary resuscitation protocol (CPR) affects performance of student nurses. Three virtual scenarios with cardiac arrest victims modeled as males or females were assigned to 41 students of the Nursing Faculty to practice the CPR protocol. We evaluated student performance with respect to the time to remove clothes, the time to perform the CPR maneuver, and the hands position for CPR. Chi-square, Fisher exact, and Mann-Whitney U were used to test primary outcome measures in the experimental design of victim character sex (male vs. female) and student sex (men vs. women). The analysis performed did not find statistically differences in time to remove clothes or in time to start CPR. With respect to hands placement we also did not find significant difference in any of the cases. Nurse student actions are not influenced by the character gender of the victim. Excellent results with respect to hands placement to start CPR are obtained. Virtual scenarios can be a suitable strategy to reduce gender differences in gender sensitive situations such as CPR performance. Copyright © 2018 Elsevier B.V. All rights reserved.

Gender inclusive physics education—a distance case

NASA Astrophysics Data System (ADS)

Gustafsson, Peter

2005-09-01

In earlier studies, it has been demonstrated that cooperative work has a positive influence on physics distance learning at university entrance level. In this paper, it is shown clearly that this teaching method in physics is advantageous for both genders. In fact, the collaboration seems to help male students more than female students to manage the course and to complete it. No difference was seen between the genders either in performance, measured in throughput (productivity) for the course, or in intrinsic motivation. Without cooperative work, the productivity for male students is far lower than for female students.

Political efficacy in adolescence: Development, gender differences, and outcome relations.

PubMed

Arens, A Katrin; Watermann, Rainer

2017-05-01

The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest in politics), was measured at 2 measurement points, once in Grade 7 and once in Grade 10. Students' mean levels of political efficacy increased from the first to the second measurement point, and boys consistently displayed higher levels. Political efficacy demonstrated reciprocal relations to political information behavior and political knowledge, and showed a unidirectional relation to interest in politics across time. The pattern of outcome relations was invariant across gender. This study contributes to research and theory on political socialization in adolescence as it outlines temporal relations among, and gender differences in, facets of political socialization. Therefore, this study also offers new practical insights into effectively facilitating political education in adolescent students. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Gender differences in responses towards anti-smoking messages and policy implementation among future doctors in Malaysia.

PubMed

Yasin, Siti Munira; Ismail, Nurhuda; Noor, Norizal Mohd; Mohd Azman, Mohd Shafiq; Taib, Hanisah; Jusop, Junainah Mat; Salaudin, Nur Atirah

2013-01-01

Medical students' views may provide some direction for future policy considerations. The aim of this study was to assess gender differences in future doctors' receptiveness to currently implemented anti-smoking messages and the effectiveness of those messages. We administered a questionnaire to all students at a medical university in Malaysia, asking how frequently they noted anti- smoking policies, anti-smoking campaigns, and anti-smoking messages in schools. In addition, the questionnaire investigated most effective methods to convey these messages. A total of 522 (59.7%) students responded. Students were least likely to approve of total bans on cigarettes and increasing the price of cigarettes, and most likely to approve of bans on use of cigarettes in public places and sales to individuals less than 16 years old. Approval of total bans on cigarettes was more common in female students than in males OR=0.39 (95%CI: 0.18- 0.86). Furthermore, compared to the female students, the male students thought that printed media; OR=2.32 (95%CI: 1.31-4.10), radio; OR=1.93 (95%CI: 1.15-3.22) and the internet; OR=1.96 (95%CI: 1.15-3.33) were very effective at delivering anti-smoking messages. Gender differences existed in the future doctors' perception of the effectiveness of anti-smoking initiatives. Taking this gender difference into account may increase the receipt of anti-smoking messages in adolescents.

The Effect of Student Gender on the Obstetrics and Gynecology Clerkship Experience

PubMed Central

Odrobina, Michele R.; McIntyre-Seltman, Kathleen

2010-01-01

Abstract Objectives To explore the effects of the students' gender on their perception of quality and quantity of teaching, the amount of experiential learning, and their interest in obstetrics and gynecology. Methods Anonymous, self-administered surveys to third-year medical students rotating on the obstetrics and gynecology clerkship. Results Eighty-one of 91 students participated (89% response rate): 33 men, 46 women, 2 declined to reveal their gender. No significant gender differences existed regarding number of interactions with residents and faculty; number of deliveries, surgeries, or examinations performed; perceived quality of teaching; or feeling included as part of the clinical team. Male students were more likely to report performing specific surgical procedures, such as operating the bovie cautery during gynecological surgeries (p = 0.005). More men experienced patients refusing to allow them to participate in the clinical interview (p < 0.0001) and physical examination (p < 0.0001). Male students were also more likely to report feeling that their gender negatively impacted their clerkship experience (p < 0.0001). Although less likely to report preclerkship and postclerkship career interest in obstetrics and gynecology, male students were more likely to report that their interest increased at the end of the clerkship. Conclusions Male students were more likely to experience gender bias from patients on the obstetrics and gynecology service. Male students also described feeling socially excluded from female-dominated clinical teams. Obstetrics and gynecology educators need to consider methods of encouraging patients to accept medical student participation regardless of gender. Obstetrics and gynecology faculty and residents need to be sensitive to subtle forms of gender bias and ensure equal inclusion for both male and female medical students. PMID:20088663

Youth Clothes-Shopping Behavior: An Analysis by Gender.

ERIC Educational Resources Information Center

Peters, John F.

1989-01-01

Explored possible gender differences in clothes-shopping behavior among adolescents. Findings from 387 college students revealed that: parents financially assisted sons and daughters equally; there was no gender difference in shopping frequency; mothers more frequently shopped with sons than with daughters; fathers rarely shopped with any…

Motivation and Gender Differences in Learning Spanish as a Foreign Language in a Malaysian Technical University

ERIC Educational Resources Information Center

Khong, Hou-Keat; Hassan, Nurul Husna; Ramli, Norasrani

2017-01-01

Purpose: The purpose of this study is to investigate student motivation and gender differences in learning Spanish as a foreign language in the Malaysian context. Method: Student motivation was measured by means of a self-report questionnaire based on Gardner's social psychological model. The questionnaire contained both close-ended and open-ended…

Gender Differences in the Consistency of Middle School Students' Interest in Engineering and Science Careers

ERIC Educational Resources Information Center

Ing, Marsha; Aschbacher, Pamela R.; Tsai, Sherry M.

2014-01-01

This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for…

Perceived Severity of Cyberbullying Behaviour: Differences between Genders, Grades and Participant Roles

ERIC Educational Resources Information Center

Chen, Li-Ming; Cheng, Ying-Yao

2017-01-01

This study aimed to develop a new scale to examine primary and secondary school students' perceptions of the severity of cyberbullying behaviours, and to explore further whether differences exist in the means of gender, grade and participant role. A total of 707 primary and secondary school students (M = 14.7) in Taiwan participated in this study.…

Should Gender Differences Be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

ERIC Educational Resources Information Center

Harvey, Heather Lea; Parahoo, Sanjai; Santally, Mohammad

2017-01-01

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups,…

Exploring Gender Differences in the Relationship between HIV/STD Testing and Condom Use among Undergraduate College Students

ERIC Educational Resources Information Center

Bontempi, Jean Breny; Mugno, Raymond; Bulmer, Sandra M.; Danvers, Karina; Vancour, Michele L.

2009-01-01

Background: Rates of HIV/AIDS, and other sexually transmitted diseases (STDs), are increasing among university students. Purpose: The purpose of this study was to examine gender differences in the relationship between condom use and (1) HIV/STD testing behaviors, (2) STD treatment behaviors and, (3) alcohol use behaviors. Methods: A survey was…

Parental Socio-Economic Status, Self-Concept and Gender Differences on Students' Academic Performance in Borno State Colleges of Education: Implications for Counselling

ERIC Educational Resources Information Center

Goni, Umar; Bello, S.

2016-01-01

This is a survey study, designed to determine gender differences and socio-economic status, self-concept on students' academic performance in Colleges of Education, Borno State: Implications for counselling. The study set two research objectives, answered two research questions and tested two research hypotheses. The target population of this…

An Investigation of Gender and Age Differences in Academic Motivation and Classroom Behaviour in Adolescents

ERIC Educational Resources Information Center

Bugler, Myfanwy; McGeown, Sarah; St. Clair-Thompson, Helen

2016-01-01

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11-16 ("M" age = 13.96, "SD" = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a…

Hong Kong Secondary School Students' Attitudes towards Science: A Study of Structural Models and Gender Differences

ERIC Educational Resources Information Center

Wan, Zhi Hong; Lee, John Chi Kin

2017-01-01

This study explored two under-researched areas on students' attitudes towards science, that is, the structural models representing these attitudes and the role played by school bands in moderating the gender differences in such attitudes. The participants were 360 ninth graders in Hong Kong from 3 school bands. The structural equation modelling…

Explaining the Gender Gap: Comparing Undergraduate and Graduate/Faculty Beliefs about Talent Required for Success in Academic Fields

NASA Astrophysics Data System (ADS)

Bailey, Kimberlyn; Nanthakumar, Ampalavanar; Preston, Scott; Ilie, Carolina C.

Recent research has proposed that the gender gap in academia is caused by differing perceptions of how much talent is needed to succeed in various fields. It was found that, across the STEM/non-STEM divide, the more that graduate students and faculty see success in their own field as requiring as requiring talent, the fewer women participate in that field. This research examines whether undergraduate students share these attitudes. If these attitudes trickle down to the undergraduate population to influence students to choose different fields of study, then undergraduate beliefs should reflect those of graduate students and faculty. Using a large survey of undergraduates across the country, this study aims to characterize undergraduate attitudes and to determine variables that explain the differences between the attitudes of these two populations. Our findings suggest that the two populations have similar beliefs, but that undergraduate beliefs are strongly influenced by information about the gender ratio in each field and that this strong influence greatly differs between STEM and non-STEM fields. These findings seek to help direct future research to ask the right questions and propose plausible hypotheses about gender the imbalance in academia.

Who wants to work with older people? Swedish student nurses' willingness to work in elderly care--a questionnaire study.

PubMed

Carlson, Elisabeth; Idvall, Ewa

2015-07-01

The aging population is a globally recognized challenge for the health care service. The growing number of older people will probably lead to increased demands for nurses working in elderly care. Clinical practice has been shown to have an impact on how student nurses perceive a particular field of nursing. To compare perceptions of the clinical learning environment in nursing homes among students considering a career in aged care or not, and to examine the difference in age, gender and previous working experience as health care assistants in elderly care between the two groups. This was a cross-sectional study using the Swedish version of the Clinical Learning Environment and Nurse Teacher evaluation scale. Consecutive sampling was performed over three semesters from September 2011 to December 2012. The survey was conducted with 183 student nurses. Mann-Whitney U-test was used to examine differences in relation to two groups namely student nurses who did or did not consider to work in elderly care. A chi-square test of independence was performed to examine the difference in age, gender and previous working experience between the two groups. The analysis leaned towards an overall positive evaluation of the clinical learning environment with more positive values for students considering a career. There were no significant differences between younger students (18-23) and older students (24-50) regarding willingness to work in elderly care or not. Neither was any significant difference displayed between students, based on gender nor for previous work experience. Age, gender and previous work experiences as health care assistants did not impact on students' willingness to work in elderly care. Future studies need to acknowledge the complexity of why student nurses choose a particular pathway in nursing by longitudinal studies following cohorts of students during the course of the nursing programme. Copyright © 2015 Elsevier Ltd. All rights reserved.

Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26 countries.

PubMed

Borgonovi, Francesca

2016-04-01

Video games are a favorite leisure-time activity among teenagers worldwide. This study examines cross-national gender differences in reading achievement and video gaming and whether video gaming explains gender differences in reading achievement and differences in performance between paper-based and computer-based reading. We use data from a representative sample of 145,953 students from 26 countries who sat the PISA 2012 assessments and provided self-reports on use of video games. Although boys tend to have poorer results in both the computer-based and the paper-based reading assessments, boys' under achievement is smaller when the assessment is delivered on computer than when it is delivered on paper. Boys underperformance compared to girls in the two reading assessments is particularly pronounced among low-achieving students. Among both boys and girls moderate use of single-player games is associated with a performance advantage. However, frequent engagement with collaborative online games is generally associated with a steep reduction in achievement, particularly in the paper-based test and particularly among low-achieving students. Excessive gaming may hinder academic achievement, but moderate gaming can promote positive student outcomes. In many countries video gaming explains the difference in the gender gap in reading between the paper-based and the computer-based assessments. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Social dominance orientation and gender: the moderating role of gender identity.

PubMed

Wilson, Marc Stewart; Liu, James H

2003-06-01

The aim of this research was to investigate the claim that gender differences in levels of social dominance orientation (SDO; Pratto, Sidanius, Stallworth, & Malle, 1994), a personality variable measuring a general predisposition towards anti-egalitarianism, are essentially invariant (Sidanius & Pratto, 1999). Previous findings have indicated that (regardless of covariate) males display higher levels of SDO than females. Two studies were conducted to test the expectation (derived from social identity theory) that the gender-SDO relationship would be moderated by strength of gender group identification. Both samples (150 non-students and 163 students) completed the full SDO(6) measure, and measures of gender group identification. Consistent with predictions, strength of gender identification was found to moderate the gender-SDO relationship, such that increasing group identification was associated with increasing SDO scores for males, and decreasing SDO for females. This result raises questions concerning the theoretical basis of social dominance theory, and whether gender group membership should be accorded a different status from other 'arbitrary-set' group memberships.

College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community

ERIC Educational Resources Information Center

Yang, Yan; Cho, YoonJung; Mathew, Susan; Worth, Sheri

2011-01-01

The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA results suggested a gender difference across the two course delivery formats, with male students expending…

Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses

ERIC Educational Resources Information Center

Martinez, Sylvia; Guzman, Stephanie

2013-01-01

While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and…

A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects

ERIC Educational Resources Information Center

Smith, Debra Messenger

2010-01-01

In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement;…

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005.

PubMed

Wallace, John M; Goodkind, Sara; Wallace, Cynthia M; Bachman, Jerald G

2008-01-01

The present study uses large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students to examine current patterns and recent trends (1991 to 2005) in racial, ethnic, and gender differences in school discipline. We found that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the office and substantially (two to five times) more likely to be suspended or expelled. Although school discipline rates decreased over time for most ethnic groups, among Black students school discipline rates increased between 1991 and 2005. Logistic regression analyses that controlled for racial and ethnic differences in socio-demographic factors suggest racial and ethnic differences in school discipline do not result from racial and ethnic differences in socioeconomic status. Future research and practice efforts should seek to better understand and to eliminate racial, ethnic and gender disproportionality in school discipline.

Gender-specific relationships between socioeconomic disadvantage and obesity in elementary school students.

PubMed

Zahnd, Whitney E; Rogers, Valerie; Smith, Tracey; Ryherd, Susan J; Botchway, Albert; Steward, David E

2015-12-01

To assess the gender-specific effect of socioeconomic disadvantage on obesity in elementary school students. We evaluated body mass index (BMI) data from 2,648 first- and fourth-grade students (1,377 male and 1,271 female students) in eight elementary schools in Springfield, Illinois, between 2012 and 2014. Other factors considered in analysis were grade level, year of data collection, school, race/ethnicity, gender, and socioeconomic disadvantage (SD). Students were considered SD if they were eligible for free/reduced price lunch, a school-based poverty measure. We performed Fisher's exact test or chi-square analysis to assess differences in gender and obesity prevalence by the other factors and gender-stratified logistic regression analysis to determine if SD contributed to increased odds of obesity. A higher proportion of SD female students (20.8%) were obese compared to their non-SD peers (15.2%) (p=0.01). Unadjusted and adjusted logistic regression analysis indicated no difference in obesity in SD and non-SD male students. However, in both unadjusted and adjusted analyses, SD female students had higher odds of obesity than their peers. Even after controlling for grade level, school, year of data collection, and race/ethnicity, SD female students had 49% higher odds of obesity than their non-SD classmates (odds ratio:1.49; 95% confidence interval: 1.09-2.04). Obesity was elevated in SD female students, even after controlling for factors such as race/ethnicity, but such an association was not seen in male students. Further study is warranted to determine the cause of this disparity, and interventions should be developed to target SD female students. Copyright © 2015 Elsevier Inc. All rights reserved.

Gender-fair assessment of young gifted students' scientific thinking skills

NASA Astrophysics Data System (ADS)

Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

2018-04-01

This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.

Gender differences in perception of workplace sexual harassment among future professionals

PubMed Central

Banerjee, Amitav; Sharma, Bhavana

2011-01-01

Background: Indian society is in a stage of rapid social transition. As more women enter the workforce, stresses vis-à-vis the genders are to be expected in patriarchal society to which most of our population belongs. Earlier studies in Western societies have revealed gender differences in perception of what constitutes sexual harassment. Aim: Elicit gender differences, if any, in the workplace sexual harassment among future professionals. Settings and Design: A cross-sectional study among the students of professional colleges. Materials and Methods: A total of 200 students of both sexes were randomly selected from four professional colleges. Data collection was done on a structured questionnaire by interview. Statistical Analysis: Internal consistency of the questionnaire was tested by Crohnbach's α coefficient. Associations between gender and perceptions were explored with Chi-square, Odds Ratio with 95% confidence interval, where applicable. Results: The differences in perception on what constitutes sexual harassment among the genders were statistically significant on many measures (P<0.01). Conclusions: Men and women differ in their awareness as to what constitute sexual harassment. Men were more lacking in awareness regarding sexual harassment. PMID:22969176

Different Patterns of Student-Faculty Interaction in Research Universities: An Analysis by Student Gender, Race, SES, and First-Generation Status. A Student Experience in the Research University (SERU) Project Research Paper. Research & Occasional Paper Series: CSHE.10.07

ERIC Educational Resources Information Center

Kim, Young K.; Sax, Linda J.

2007-01-01

This study examined the conditional effects of student-faculty interaction in a large research university system, based on various student characteristics including gender, race, and socio-economic and first-generation status. The study utilized data from the 2006 University of California Undergraduate Experience Survey (UCUES), a longitudinal…

Are Gender Differences in Perceived and Demonstrated Technology Literacy Significant? It Depends on the Model

ERIC Educational Resources Information Center

Hohlfeld, Tina N.; Ritzhaupt, Albert D.; Barron, Ann E.

2013-01-01

This paper examines gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students (N = 1,513) from Florida public schools. The results of t test statistical analyses, which examined only gender differences in demonstrated and perceived ICT skills,…

The involvement of girls and boys with bullying: an analysis of gender differences.

PubMed

Silva, Marta Angélica Iossi; Pereira, Beatriz; Mendonça, Denisa; Nunes, Berta; de Oliveira, Wanderlei Abadio

2013-12-05

This exploratory and cross-sectional study aimed to identify the prevalence of bullying in a group of students and analyze the data regarding the gender of those involved in the violence. A questionnaire adapted from Olweus was applied in seven elementary education schools in Portugal. The sample consisted of 387 students between 7 and 14 years old. Data are presented in terms of descriptive statistics and differences between proportions were analyzed using chi-square tests. The gender analysis of victimization and aggression shows that boys and girls are both victims and aggressors, and there are significant differences in involvement in bullying between genders and the roles played. Boys are victims more often when considering different types of bullying, although significant differences were only found for physical aggression. Strategies that include gender roles are a priority for prevention and careful attention to this phenomenon in the school context. The questions addressed contribute to a broader understanding of the phenomenon, emphasizing the differential participation of boys and girls in bullying.

The Involvement of Girls and Boys with Bullying: An Analysis of Gender Differences

PubMed Central

Silva, Marta Angélica Iossi; Pereira, Beatriz; Mendonça, Denisa; Nunes, Berta; de Oliveira, Wanderlei Abadio

2013-01-01

This exploratory and cross-sectional study aimed to identify the prevalence of bullying in a group of students and analyze the data regarding the gender of those involved in the violence. A questionnaire adapted from Olweus was applied in seven elementary education schools in Portugal. The sample consisted of 387 students between 7 and 14 years old. Data are presented in terms of descriptive statistics and differences between proportions were analyzed using chi-square tests. The gender analysis of victimization and aggression shows that boys and girls are both victims and aggressors, and there are significant differences in involvement in bullying between genders and the roles played. Boys are victims more often when considering different types of bullying, although significant differences were only found for physical aggression. Strategies that include gender roles are a priority for prevention and careful attention to this phenomenon in the school context. The questions addressed contribute to a broader understanding of the phenomenon, emphasizing the differential participation of boys and girls in bullying. PMID:24317387

Unisex Math: Narrowing the Gender Gap.

ERIC Educational Resources Information Center

Tapia, Martha; Marsh, George E., II

This study examined gender differences in attitudes toward mathematics of undergraduate students. The Attitudes Toward Mathematics Instrument (ATMI) was administered to students enrolled in introductory mathematics classes (Pre-Calculus, Calculus, and Business Calculus) at two Southeast universities, one a large state university and the other one…

Border Bicultural Personality Traits: Surprising Gender Findings among Mexican American Undergraduates

ERIC Educational Resources Information Center

Chavez, Mary R.; Rudolph, Bonnie A.

2007-01-01

Personality traits of 178 Mexican American college students were surveyed to test applicability of the Five Factor Model of personality and to investigate gender differences within this bicultural group. Results revealed atypical gender differences on neuroticism. Men scored significantly higher than did women, which is opposite cross-cultural…

Race and Gender Differences in Cognitive Laterality: Implications for Leadership.

ERIC Educational Resources Information Center

Wesson, Linda Hampton; Holman, David

Replicating research completed in 1986, a study determined the relationship among cognitive laterality, gender, and reading comprehension for African-American students, as well as gender differences in cognitive laterality and in reading comprehension. Subjects, 40 African-American males, 41 African-American females, 12 White males, and 17 White…

How Can Gender Affect Psychopathology in Lebanese School-Age Children?

ERIC Educational Resources Information Center

Khamis, Vivian

2018-01-01

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school-age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas…

Gender differences in predicting high-risk drinking among undergraduate students.

PubMed

Wilke, Dina J; Siebert, Darcy Clay; Delva, Jorge; Smith, Michael P; Howell, Richard L

2005-01-01

The purpose of this study was to examine gender differences in college students' high-risk drinking as measured by an estimated blood alcohol concentration (eBAC) based on gender, height, weight, self-reported number of drinks, and hours spent drinking. Using a developmental/contextual framework, high-risk drinking is conceptualized as a function of relevant individual characteristics, interpersonal factors, and contextual factors regularly mentioned in the college drinking literature. Individual characteristics include race, gender, and age; interpersonal characteristics include number of sexual partners and having experienced forced sexual contact. Finally, contextual factors include Greek membership, living off-campus, and perception of peer drinking behavior. This study is a secondary data analysis of 1,422 students at a large university in the Southeast. Data were gathered from a probability sample of students through a mail survey. A three-step hierarchical logistic regression analysis showed gender differences in the pathway for high-risk drinking. For men, high-risk drinking was predicted by a combination of individual characteristics and contextual factors. For women, interpersonal factors, along with individual characteristics and contextual factors, predicted high-risk drinking, highlighting the importance of understanding female sexual relationships and raising questions about women's risk-taking behavior. Implications for prevention and assessment are discussed.

Asymmetries in gender-related familiarity with different semantic categories. Data from normal adults.

PubMed

Gainotti, Guido; Spinelli, Pietro; Scaricamazza, Eugenia; Marra, Camillo

2013-01-01

The mechanisms subsuming the brain organization of categories and the corresponding gender related asymmetries are controversial. Some authors believe that the brain organization of categories is innate, whereas other authors maintain that it is shaped by experience. According to these interpretations, gender-related asymmetries should respectively be inborn or result from the influence of social roles. In a previous study, assessing the familiarity of young students with different 'biological' and 'artefact' categories, we had observed no gender-related difference on any of these categories. Since these data could be due to the fact that our students belonged to a generation in which the traditional social roles have almost completely disappeared, we predicted that gender-related asymmetries should be found in older men and women. The familiarity of young and elderly men and women with various semantic categories was, therefore, studied presenting in the verbal and pictorial modality different kinds of living and artefact categories. Results confirmed the hypothesis, because elderly women showed a greater familiarity for flowers and elderly men for animals. These findings are consistent with the hypothesis assuming that gender-related asymmetries for different semantic categories is due to the influence of gender-related social roles.

The effect of gender on the clinical clerkship experiences of female medical students: results from a qualitative study.

PubMed

Babaria, Palav; Abedin, Sakena; Nunez-Smith, Marcella

2009-07-01

To characterize how female medical students perceive the role of gender within their medical education during the transition to the clinical curriculum. In 2006-2007, the authors conducted a qualitative study consisting of in-depth interviews with 12 third-year female medical students completing their first clinical clerkship. Participants were purposefully selected from a single New England medical school to represent a range of ages, ethnicities, and prior life experiences. Participants (1) struggled to define their role on the wards and often defaulted to stereotypical gender roles, (2) perceived differences in the nature of their workplace relationships compared with the nature of male medical students' workplace relationships, (3) had gendered expectations of male and female physicians that shaped their interactions with clinical supervisors, (4) felt able to negotiate uncomfortable situations with patients but felt unable to negotiate uncomfortable situations with supervisors and attendings, and (5) encountered a "gender learning curve" on the wards that began to shape their self-view as future female physicians. Despite increased numbers of women in medicine, issues of gender continue to have a substantial impact on the medical education of female students. Institutions can design interventions about gender issues in medicine that expand beyond a focus on sexual harassment to address the complex ways in which students are affected by issues of gender.

Touching the private parts: how gender and sexuality norms affect medical students' first pelvic examination.

PubMed

Sörensdotter, Renita; Siwe, Karin

2016-11-01

Gynaecologists are in a position to challenge norms about gender and sexuality in relation to female genitals. Through their work they have the opportunity to educate patients, which is why teaching medical students to perform examinations in a gender sensitive way is significant. Medical students performing their first pelvic examination often experience the examination as uncomfortable because it is a body part that is connected to sex and to something private. This paper uses medical students' interpretations of performing their first pelvic examination as a means to discuss how cultural norms for gender, sexuality and female genitals affect these examinations. Issues raised include how cultural connotations of female genitals affect the pelvic examination, how female and male students relate differently to examining female genitals and the interpretations they make in relation to themselves. Findings show that the female genitals are perceived as a special body part connected to sexuality and intimacy. Students' gender also affects the interpretations they make during pelvic examinations. Norms of gender, sexuality and female genitals need to be challenged in the teaching and performance of pelvic examination in order to demystify this experience.

What Are the Learning Approaches Applied by Undergraduate Students in English Process Writing Based on Gender?

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Harun, Hana Mulyani

2015-01-01

The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

ERIC Educational Resources Information Center

Razak, Norizan Abdul; Yassin, Amr Abdullatif; Maasum, Tengku Nor Rizan Bt Tengku Mohamad

2017-01-01

This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The…

Gender Differences in Achievement in Calculating Reacting Masses from Chemical Equations among Secondary School Students in Makurdi Metropols

ERIC Educational Resources Information Center

Eriba, Joel O.; Ande, Sesugh

2006-01-01

Over the years there exists gender inequality in science achievement among senior secondary school students the world over. It is observed that the males score higher than the females in science and science- related examinations. This has created a big psychological alienation or depression in the minds of female students towards science and…

Gender Differences in High School Students' Interests in Physics

ERIC Educational Resources Information Center

Baran, Medine

2016-01-01

The aim of this research was to determine the interests of high school students in Physics and variable of how the influential factors on their interests depending on gender. The research sample included 154 (F:78 M:76) high school students. A structured interview form was used as the data collection tool in the study. The research data were…

Gender Segregation in the Process of College Student Job Seeking: A Survey of Higher Education as a Prelabor Market Factor

ERIC Educational Resources Information Center

Xin, Tong; Yihui, Su

2010-01-01

This article uses information from a 2009 survey of the employment circumstances of female college students from Beijing's higher education institutions to analyze the differences among college students in the process of job seeking. Such divisions are manifested in terms of gender, household registration, human resources, specializations, and…

Digital Games, Gender and Learning in Engineering: Do Females Benefit as Much as Males?

ERIC Educational Resources Information Center

Joiner, Richard; Iacovides, Jo; Owen, Martin; Gavin, Carl; Clibbery, Stephen; Darling, Jos; Drew, Ben

2011-01-01

The aim of this paper was to explore whether there is a gender difference in the beneficial effects of Racing Academy, which is a video game used to support undergraduate students learning of Mechanical Engineering. One hundred and thirty-eight undergraduate students (15 females and 123 males) participated in the study. The students completed a…

The Effect of Varied Gender Groupings on Argumentation Skills among Middle School Students in Different Cultures

ERIC Educational Resources Information Center

Hsu, Pi-Sui; Van Dyke, Margot; Smith, Thomas J.

2017-01-01

The purpose of this mixed-methods study was to explore the effect of varied gender groupings on argumentation skills among middle school students in Taiwan and the United States in a project-based learning environment that incorporated a graph-oriented computer-assisted application (GOCAA). A total of 43 students comprised the treatment condition…

Examining Gender with General Creativity and Preferences for Creative Persons in College Students within the Sciences and the Arts

ERIC Educational Resources Information Center

Charyton, Christine; Basham, Kimberly M.; Elliott, John O.

2008-01-01

The purpose of the research was to investigate gender similarities and differences in general creativity constructs with their preferences for creative persons. Data were collected from 247 participants (87 engineering, 24 psychology students with a psychology major, 51 psychology students with a major other than psychology, 30 English, and 55…

Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception

ERIC Educational Resources Information Center

Geerdink, Gerda; Bergen, Theo; Dekkers, Hetty

2011-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the…

Anxiety in school students: Role of parenting and gender

PubMed Central

Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

2013-01-01

Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). Results: The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents ‘Democratic’ and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. Conclusions: The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children. PMID:25013314

The influence of gender on student willingness to engage in peer physical examination: the practical implications of feminist theory of body image.

PubMed

Rees, Charlotte E

2007-08-01

Previous research has consistently found a relationship between students' attitudes towards peer physical examination (PPE) and their gender. Male students are more comfortable with PPE than females and students are more comfortable with same- rather than mixed-gender PPE. Despite these findings, previous research has not discussed the gender-attitude relationship in any meaningful depth. This discussion paper examines why a relationship exists between student attitudes towards PPE and student gender using insights from feminist body image theory. According to the feminist theory of objectified body consciousness, females experience their bodies differently from males. Females may be less comfortable with PPE because they have higher levels of body shame and body surveillance than males. They may also be more likely than males to fear critical and teasing comments and sexual objectification by the opposite sex. Capitalizing on what we already know about psychoeducational and activism approaches to the prevention and change of negative body image, I recommend that body image issues are discussed as part of students' PPE and professionalism programmes. Further research is needed to examine medical students' body image alongside their attitudes towards PPE.

The kids got game: Computer/video games, gender and learning outcomes in science classrooms

NASA Astrophysics Data System (ADS)

Anderson, Janice Lyn

In recent years educators have begun to explore how to purposively design computer/video games to support student learning. This interest in video games has arisen in part because educational video games appear to have the potential to improve student motivation and interest in technology, and engage students in learning through the use of a familiar medium (Squire, 2005; Shaffer, 2006; Gee, 2005). The purpose of this dissertation research is to specifically address the issue of student learning through the use of educational computer/video games. Using the Quest Atlantis computer game, this study involved a mixed model research strategy that allowed for both broad understandings of classroom practices and specific analysis of outcomes through the themes that emerged from the case studies of the gendered groups using the game. Specifically, this study examined how fifth-grade students learning about science concepts, such as water quality and ecosystems, unfolds over time as they participate in the Quest Atlantis computer game. Data sources included classroom observations and video, pre- and post-written assessments, pre- and post- student content interviews, student field notebooks, field reports and the field notes of the researcher. To make sense of how students learning unfolded, video was analyzed using a framework of interaction analysis and small group interactions (Jordan & Henderson, 1995; Webb, 1995). These coded units were then examined with respect to student artifacts and assessments and patterns of learning trajectories analyzed. The analysis revealed that overall, student learning outcomes improved from pre- to post-assessments for all students. While there were no observable gendered differences with respect to the test scores and content interviews, there were gendered differences with respect to game play. Implications for game design, use of external scaffolds, games as tools for learning and gendered findings are discussed.

Academic disidentification in Black college students: The role of teacher trust and gender.

PubMed

McClain, Shannon; Cokley, Kevin

2017-01-01

Research has identified academic disidentification as a phenomenon that appears to uniquely impact Black male students. However, few empirical studies examine what underlies such gender differences. This study examined whether students' teacher trust is a factor underlying academic disidentification in Black college students and whether this is moderated by gender. Academic disidentification was investigated by examining the strength of the relation between a student's view of his or her academic abilities in comparison to peers (i.e., academic self-concept [ASC]) and the student's academic outcomes (i.e., grade point average [GPA]). Attribution theory was used as a lens to test a hypothesized multigroup path model that linked age to teacher trust and ASC, and ASC to GPA through teacher trust. Alternative models were also tested. Participants were 319 Black students (120 males and 199 females) recruited from a large, southwestern, predominantly White university. Results revealed the hypothesized model fit the data reasonably well, whereas the alternative models resulted in a poorer fit. The final model supported our hypothesis that the relation between ASC and GPA is partially mediated by teacher trust and this relation was moderated by gender, such that the indirect effect was significantly stronger for males than females. Several significant differences were also found across gender for direct paths. These findings suggest college students' trust of faculty may be particularly important for Black males and is likely a contributing factor to academic disidentification. Practical implications for university professionals' facilitation of Black college students' academic development are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Grade differences in reading motivation among Hong Kong primary and secondary students.

PubMed

Lau, Kit-Ling

2009-12-01

Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored most highly on intrinsic motivation, followed by self-efficacy, extrinsic motivation, and social motivation. Significant grade differences were found in all reading motivation constructs whereas only a few grade by gender and grade by school-average interactions were found. Consistent with previous studies in Western countries, the findings suggest that motivational decline is also a common phenomenon among Chinese students in Hong Kong. In addition, the pattern of motivational differences is generally consistent among students with different genders and from schools with different achievement levels. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.

[Gender-based relations and mistreatment in medical schools: A pending agenda in Mexico and the world].

PubMed

Moreno-Tetlacuilo, Luz María Ángela; Quezada-Yamamoto, Harumi; Guevara-Ruiseñor, Elsa Susana; Ibarra-Araujo, Nora; Martínez-Gatica, Nora Liliana; Pedraza-Moreno, Roberto

The purpose of this review is to describe and analyze the status of gender violence in medical schools around the world, and its consequences in undergraduate students' health and academic development, mainly on female students. The different modalities reported in the literature are presented: gender discrimination, sexism, and sexual harassment, among others. The increase of women in medical schools has not transcendentally improved their condition in these institutions, where androcentrism and gender regimes that favor gender violence reproduce. This type of violence is a public health, human rights, and academic problem.

Student Characteristics Mediating Engagement-Outcome Relationships in Physical Education.

ERIC Educational Resources Information Center

Silverman, Stephen

This study investigated the relationship between engagement and achievement for college students in an intermediate swimming class. It also examined this relationship for students who entered the class with different initial skill levels, different previous experience with the subject matter, and for students of different gender. The methodology…

Why Are Women Underrepresented in Computer Science? Gender Differences in Stereotypes, Self-Efficacy, Values, and Interests and Predictors of Future CS Course-Taking and Grades

ERIC Educational Resources Information Center

Beyer, Sylvia

2014-01-01

This study addresses why women are underrepresented in Computer Science (CS). Data from 1319 American first-year college students (872 female and 447 male) indicate that gender differences in computer self-efficacy, stereotypes, interests, values, interpersonal orientation, and personality exist. If students had had a positive experience in their…

The Effect of Mind Mapping on EFL Students' Idea Development in Argumentative Writing across Gender Differences and Learning Styles

ERIC Educational Resources Information Center

Ningrum, Ary Setya Budhi; Latief, Mohammad Adnan; Sulistyo, Gunadi Harry

2016-01-01

The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students' idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes…

Medical students' perceptions in relation to ethnicity and gender: a qualitative study.

PubMed

Lempp, Heidi; Seale, Clive

2006-03-08

The British medical student population has undergone rapid diversification over the last decades. This study focuses on medical students' views about their experiences in relation to ethnicity and gender during their undergraduate training within the context of the hidden curriculum in one British medical school as part of a wider qualitative research project into undergraduate medical education. We interviewed 36 undergraduate medical students in one British Medical School, across all five years of training using a semi-structured interview schedule. We selected them by random and quota sampling, stratified by sex and ethnicity and used the whole medical school population as a sampling frame. Data analyses involved the identification of common themes, reported by means of illustrative quotations and simple counts. The students provided information about variations patterned by gender in their motivation and influences when deciding to study medicine. Issues in relation to ethnicity were: gaining independence from parents, perceived limitations to career prospects, incompatibility of some religious beliefs with some medical practices and acquired open-mindedness towards students and patients from different ethnic backgrounds. Despite claiming no experiences of gender difference during medical training, female and male students expressed gender stereotypes, e.g. that women bring particularly caring and sympathetic attitudes to medicine, or that surgery requires the physical strength and competitiveness stereotypically associated with men that are likely to support the continuation of gender differentiation in medical careers. The key themes identified in this paper in relation to ethnicity and to gender have important implications for medical educators and for those concerned with professional development. The results suggest a need to open up aspects of these relatively covert elements of student culture to scrutiny and debate and to take an explicitly wider view of the influence of what has sometimes been called the hidden curriculum upon the training of medical professionals and the practice of medicine.

Medical students' perceptions in relation to ethnicity and gender: a qualitative study

PubMed Central

Lempp, Heidi; Seale, Clive

2006-01-01

Background The British medical student population has undergone rapid diversification over the last decades. This study focuses on medical students' views about their experiences in relation to ethnicity and gender during their undergraduate training within the context of the hidden curriculum in one British medical school as part of a wider qualitative research project into undergraduate medical education. Method We interviewed 36 undergraduate medical students in one British Medical School, across all five years of training using a semi-structured interview schedule. We selected them by random and quota sampling, stratified by sex and ethnicity and used the whole medical school population as a sampling frame. Data analyses involved the identification of common themes, reported by means of illustrative quotations and simple counts. Results The students provided information about variations patterned by gender in their motivation and influences when deciding to study medicine. Issues in relation to ethnicity were: gaining independence from parents, perceived limitations to career prospects, incompatibility of some religious beliefs with some medical practices and acquired open-mindedness towards students and patients from different ethnic backgrounds. Despite claiming no experiences of gender difference during medical training, female and male students expressed gender stereotypes, e.g. that women bring particularly caring and sympathetic attitudes to medicine, or that surgery requires the physical strength and competitiveness stereotypically associated with men that are likely to support the continuation of gender differentiation in medical careers. Conclusion The key themes identified in this paper in relation to ethnicity and to gender have important implications for medical educators and for those concerned with professional development. The results suggest a need to open up aspects of these relatively covert elements of student culture to scrutiny and debate and to take an explicitly wider view of the influence of what has sometimes been called the hidden curriculum upon the training of medical professionals and the practice of medicine. PMID:16524457

Situated Self-efficacy in Introductory Physics Students

NASA Astrophysics Data System (ADS)

Henderson, Rachel; DeVore, Seth; Michaluk, Lynnette; Stewart, John

2017-01-01

Within the general university environment, students' perceived self-efficacy has been widely studied and findings suggest it plays a role in student success. The current research adapted a self-efficacy survey, from the ``Self-Efficacy for Learning Performance'' subscale of the Motivated Learning Strategies Questionnaire and administered it to the introductory, calculus-based physics classes (N=1005) over the fall 2015 and spring 2016 semesters. This assessment measured students' self-efficacy in domains including the physics class, other science and mathematics classes, and their intended future career. The effect of gender was explored with the only significant gender difference (p < . 001) existing within the physics domain. A hierarchical linear regression analysis indicated that this gender difference was not explained by a student's performance which was measured by test average. However, a mediation analysis showed that students' overall academic self-efficacy, measured by their math and science self-efficacy, acts as a mediator for the effect of test average on self-efficacy towards the physics class domain. This mediation effect was significant for both female (p < . 01) and male students (p < . 001) however, it was more pronounced for male students.

Adolescents' goal orientations for science in single-gender Israeli religious schools

NASA Astrophysics Data System (ADS)

Fortus, David; Daphna, Limor

2017-01-01

Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being attributed to differences in school culture rather than home influence (Vedder-Weiss & Fortus, 2011, 2012). In this study we extend earlier studies by looking at religious state-funded schools that serve 18% of Israel's Jewish population. These schools provide a unique research environment since from grade 6 they are gender-separated. We examined the science-related mastery, performance-approach, and performance-avoid goal orientations, perceptions of the science teachers, parents, schools, and peers' goal emphases in relation to science of the students in these schools. We compared between students in religious schools (newly collected data) and secular schools (data reported in prior studies), and found that there is a distinct difference between these two populations that is associated with differing attitudes toward gender and science at these schools. This study provides additional evidence for the influence of culture on students' motivation to engage with science, suggests mechanisms by which this influence may occur.

The Association between Heavy Episodic Drinking and Gender Orientation among U.S. College Students: The Significance of Masculinity.

PubMed

Peralta, Robert L; L Mulhollem, Marcella; Blue, Courtney; Stewart, Breanna C

2018-05-12

Heavy episodic drinking (HED) remains a public health concern among college students. Sex differences are routinely reported in the literature although some evidence of convergence in drinking patterns has been observed. The association between sex and gender-orientation in HED remains unclear because sex and gender are often conflated. We examine the intersection of sex, gender-orientation and HED to determine if gender-orientation alone and/or in conjunction with sex play a role in HED among college students. Data were collected using a web-based self-administered survey made available to students enrolled in courses at a mid-sized Midwestern public university during the Fall of 2013 and the Spring of 2014 (N = 793). Multiple logistic regression was used to determine the relationship between HED, sex, and gender orientation (measured using the short-form Bem Sex Role Inventory). Our findings indicate that, regardless of sex, a masculine gender-orientation was positively associated with HED. Those who were found to have a feminine gender-orientation appeared to be at decreased risk for HED. Our findings indicate that sex and gender-orientation should be taken into account in prevention and intervention protocols at colleges and universities. Future work should examine the role of gender orientation among LGBTQ and ethno-racial minority populations.

Hong Kong secondary school students' attitudes towards science: a study of structural models and gender differences

NASA Astrophysics Data System (ADS)

Wan, Zhi Hong; Lee, John Chi Kin

2017-03-01

This study explored two under-researched areas on students' attitudes towards science, that is, the structural models representing these attitudes and the role played by school bands in moderating the gender differences in such attitudes. The participants were 360 ninth graders in Hong Kong from 3 school bands. The structural equation modelling method was adopted to compare four hypothetical models for students' attitudes towards science. Results reflect that (i) the data supported the three-factor structure of the behavioural domain of students' attitudes towards science; (ii) the four lower level dimensions of the attitudes towards science (i.e. value of science to society, self-concept in science, anxiety towards science and enjoyment of science) could be further integrated into broader categories; (iii) male students demonstrated significantly more positive attitudes towards science in five dimensions (i.e. self-concept in science, enjoyment in science, learning science in and outside the classroom and future participation) and (iv) school bands played a prominent moderating role in gender differences in students' attitudes towards science. Implications for studying and developing students' attitudes towards science are discussed in the paper.

Differences in Empathy Levels of Medical Students Based on Gender, Year of Medical School and Career Choice.

PubMed

Tariq, Nabia; Tayyab, Ali; Jaffery, Tara

2018-04-01

To measure mean empathy scores of Pakistani medical students and to explore any association of empathy scores with gender, medical school year and future career choice. Cross-sectional survey. Shifa College of Medicine, Shifa Tameer-e-Millat University, during the academic year 2015-2016. The student version of Jefferson Scale of Physician Empathy (JSPE) was distributed to the students electronically via the student portal. Response that were completed in full were included in the study. Descriptive statistics was used to analyse student demographic data. The student score on the JSPE was reported as the mean (out of 7) of each item. Independent samples t-test was employed to check the significant differences between genders. Empathy score with advancing year of study was investigated using ANOVA. ANOVA with post-hoc Tukey's test was used to study the relationship between career choice and empathy score. The response rate was 70.94%. The mean score was 4.51 ±0.69. Females obtained greater, but statistically insignificant (p=0.08) empathy score (4.58) as compared to the male students (4.45). No statistically significant difference was seen between scores on the survey across the five academic years (F=0.88, p=0.47). Students who selected medicine and allied as career choice showed a significantly higher empathy score than those who opted for surgery. The internal consistency reliability (Cronbach's alpha) was 0.78. There were low levels of empathy in Pakistani medical students. Students with interest in medicine and allied showed higher empathy scores compared to surgical or technical specialties. No association of empathy scores with gender and medical school year was observed.

Gender role attitudes, awareness and experiences of non-consensual sex among university students in Shanghai, China.

PubMed

Zuo, Xiayun; Lou, Chaohua; Gao, Ersheng; Lian, Qiguo; Shah, Iqbal H

2018-03-15

Non-consensual sex (NCS) among young people, an important subject with public health and human rights implications, was less studied in China. This study is to investigate the NCS awareness and victimization of university students in Shanghai, China and whether they were associated with adolescent gender-role attitudes. Gender-role attitudes, awareness and victimization of different forms of NCS were examined among 1099 undergraduates (430 males and 669 females) in four universities in Shanghai using computer-assisted self-interview approach. University students held relatively egalitarian attitude to gender roles. Gender difference existed that girls desired to be more equal in social status and resource sharing while more endorsed the submissiveness for women in sexual interaction than boys. They held low vigilance on the risk of various forms of NCS, with the mean score on perception of NCS among boys (5.67) lower than that among girls (6.37). Boys who adhered to traditional gender norms were less likely to aware the nature of NCS (β = - 0.6107, p = 0.0389). Compared with boys, higher proportion of girls had been the victims of verbal harassment, unwanted touch, fondling, and penetrative sexual intercourse. Multivariable analysis revealed that girls who held more traditional gender-role attitudes were more vulnerable to physical NCS (OR = 1.41, p = 0.0558). The weakening but still existing traditional gender norms had contributions in explaining the gender difference on the low vigilance of NCS and higher prevalence of victimization among university students in Shanghai, China. Interventions should be taken to challenge the traditional gender norms in individual and structural level, and promote the society to understand the nature of NCS better as well as enhance negotiation skills of adolescents and young people that prevent them from potentially risky situations or relationships.

Inferior oblique muscle origin: horizontal location in relation to ala nasi and its gender difference.

PubMed

Takahashi, Yasuhiro; Kakizaki, Hirohiko; Kohjima, Kiwamu; Nakano, Takashi; Asamoto, Ken; Ichinose, Akihiro; Iwaki, Masayoshi

2013-01-01

We studied the horizontal location of the inferior oblique muscle (IOM) origin in relation to the ipsilateral ala nasi and compared the results between genders in 76 orbits of 38 Japanese cadavers. Consequently, the IOM origin was located 1.2 mm laterally to the vertical line through the lateral margin of the ipsilateral ala nasi. No significant difference was noted between genders (males, 1.3 mm; females, 0.9 mm; P = 0.257, Student t test) or between sides (right, 1.1 mm; left, 1.3 mm; P = 0.570, Student t test). In contrast, the mean interalae-nasi distance was 39.8 mm and was significantly greater in males than that in females (males, 40.8 mm; females, 38.6 mm; P = 0.049, Student t test). The ala nasi can be used as a reference point irrespective of gender or side for identifying the IOM origin during oculoplastic surgery.

College life is stressful today - Emerging stressors and depressive symptoms in college students.

PubMed

Acharya, Lala; Jin, Lan; Collins, William

2018-03-22

The study identified important stressors associated with depressive symptoms in college students across the subgroups of gender and domestic/international status, and compared between-group differences across stress levels. Data were collected from 631 undergraduate students from October 2014 to March 2015. Participants completed an online survey containing measures of stressors (Student-Stress-Survey), depressive symptoms (CES-D scale), and demographics. The mean CES-D score (16.24) of sample indicated high depressive symptoms. International students reported higher depressive symptoms than domestic students and students identifying as female showed higher depression symptoms than male. Eight most frequently occurring stressors experienced by over 50% of the sample were identified as important; differences in stress levels across gender and domestic/international status were discussed. This renewed look reinforced that tailored and sustained efforts are needed to address the continued prevalence of different stressors and associated depressive symptoms faced by college students on US campuses.

A Cross-Cultural Comparison of Singaporean and Taiwanese Eighth Graders' Science Learning Self-Efficacy from a Multi-Dimensional Perspective

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tan, Aik Ling; Tsai, Chin-Chung

2013-05-01

Due to the scarcity of cross-cultural comparative studies in exploring students' self-efficacy in science learning, this study attempted to develop a multi-dimensional science learning self-efficacy (SLSE) instrument to measure 316 Singaporean and 303 Taiwanese eighth graders' SLSE and further to examine the differences between the two student groups. Moreover, within-culture comparisons were made in terms of gender. The results showed that, first, the SLSE instrument was valid and reliable for measuring the Singaporean and Taiwanese students' SLSE. Second, through a two-way multivariate analysis of variance analysis (nationality by gender), the main result indicated that the SLSE held by the Singaporean eighth graders was significantly higher than that of their Taiwanese counterparts in all dimensions, including 'conceptual understanding and higher-order cognitive skills', 'practical work (PW)', 'everyday application', and 'science communication'. In addition, the within-culture gender comparisons indicated that the male Singaporean students tended to possess higher SLSE than the female students did in all SLSE dimensions except for the 'PW' dimension. However, no gender differences were found in the Taiwanese sample. The findings unraveled in this study were interpreted from a socio-cultural perspective in terms of the curriculum differences, societal expectations of science education, and educational policies in Singapore and Taiwan.

Gender and Agricultural Science: Evidence from Two Surveys of Land-Grant Scientists.

ERIC Educational Resources Information Center

Buttel, Frederick H.; Goldberger, Jessica R.

2002-01-01

Analysis of surveys of land-grant agricultural scientists in 1979 and 1996 found significant gender differences in postdoctoral work experience, academic rank, employment of graduate students, book publication, and links with private industry. Gender differences were found in attitudes toward biotechnology and university-industry links, but not in…

An Investigation of Gender Stereotypes as Revealed through Children's Creative Writing.

ERIC Educational Resources Information Center

Gray-Schlegel, Mary Ann; Gray-Schlegel, Thomas

1996-01-01

Examines the creative writing of third- and sixth-grade students for gender differences when provided with story starters that introduced either a male or a female character. Finds that identifiable difference and trends related to gender and age appeared in the stories, reflecting the pervasiveness and power of sex-role stereotypes. (RS)

The Effects of Gender on Career Decision Problems in Young Adults.

ERIC Educational Resources Information Center

Larson, Jeffry H.; And Others

1994-01-01

Investigated gender differences in psychological problems--decision anxiety, life-goal awareness, and others--in the career decision-making process (CDM) of 1,006 college students. Results indicated no gender differences in global levels of problems in CDM. Some specific difficulties, such as life-goal awareness and authority orientation, were…

Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered?

ERIC Educational Resources Information Center

Sumpter, Lovisa

2016-01-01

This study examines Swedish upper secondary school teachers' gendered conceptions about students' mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results…

An Investigation of Age and Gender Differences in Physical Self-Concept among Turkish Late Adolescents.

ERIC Educational Resources Information Center

Asci, F. Hulya

2002-01-01

Evaluates age and gender differences in physical self-concept of Turkish university students. The Physical Self-Perception Profile was administered to participants for assessing physical self-concept. Multivariate analysis of variance revealed a significant main effect for gender, but no significant main effect for year in school. Univariate…

Effects of age, gender and educational background on strength of motivation for medical school.

PubMed

Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

2010-08-01

The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience.

Influence of Attributed Expertness and Gender in Counselor Supervision.

ERIC Educational Resources Information Center

Schiavone, Carol D.; Jessell, John C.

1988-01-01

Counselor trainee ratings of supervisor expertness and competence were obtained from 86 counselor education graduate students. Ratings of expertness and competence did not differ as a function of either supervisor or trainee gender. Higher level ascribed expertness and competence were more favorably rated by students. (Author/NB)

The Role of Gender on Student Success

ERIC Educational Resources Information Center

Bayrak, Tuncay; Gulati, Anil

2015-01-01

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS…

Preliminary Investigation of Instructor Effects on Gender Gap in Introductory Physics

ERIC Educational Resources Information Center

Kreutzer, Kimberley; Boudreaux, Andrew

2012-01-01

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement…

Gender Differences in University EFL Students' Language Proficiency Corresponding to Self-Rated Attention, Hyperactivity and Impulsivity

ERIC Educational Resources Information Center

Liang, Hsin-Yi; Kelsen, Brent A.

2017-01-01

Introduction: This study examines university students' self-reported inattention, hyperactivity and impulsivity, and their relation to performance on a high-stakes English proficiency test while taking gender into consideration. Method: Inattention, hyperactivity and impulsivity attributes were assessed using the Adult Attention…

Gendered Responses to Online Homework Use in General Chemistry

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Jackson, Jennifer Kasi

2011-01-01

Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…

Students' Self-Identified Long-Term Leadership Development Goals: An Analysis by Gender and Race

ERIC Educational Resources Information Center

Rosch, David M.; Boyd, Barry L.; Duran, Kristina M.

2014-01-01

Leadership development goal statements of 92 undergraduate students enrolled in a multi-year self-directed leadership development program were analyzed using content and thematic analyses to investigate patterns of similarities and differences across gender and race. This qualitative analysis utilized a theoretical framework that approached…

Different Pathways Explain Alcohol-Related Problems in Female and Male College Students

ERIC Educational Resources Information Center

Pedrelli, Paola; Collado, Anahi; Shapero, Benjamin G.; Brill, Charlotte; MacPherson, Laura

2016-01-01

Objectives: Comprehensive models elucidating the intricate associations of depressive symptoms, coping motives, alcohol use, alcohol-related problems (ARPs), and gender among young adults have been scarcely examined. This study investigated relationships among these variables and the effect of gender on these pathways. Methods: College students (N…

Talk Show Viewing Motives: Does Gender Make a Difference?

ERIC Educational Resources Information Center

Cress, Stacy L.; Rapert, Kevin D.

A study explored the relationship between gender and talk show viewing motives. Students (109) from 6 randomly selected introductory communication classes in a midwestern university, 30 people belonging to a non-traditional student organization called "Oasis," and 8 residents of a retirement home were given Rubin's instrument to assess…

Static anthropometric dimensions in a population of Iranian high school students: considering ethnic differences.

PubMed

Mehrparvar, Amir Houshang; Mirmohammadi, Seyyed Jalil; Hafezi, Rahmatollah; Mostaghaci, Mehrdad; Davari, Mohammad Hossein

2015-05-01

Anthropometric dimensions of the end users should be measured in order to create a basis for manufacturing of different products. This study was designed to measure some static anthropometric dimensions in Iranian high school students, considering ethnic differences. Nineteen static anthropometric dimensions of high school students were measured and compared among different Iranian ethnicities (Fars, Turk, Kurd, Lor, Baluch, and Arab) and different genders. In this study, 9,476 subjects (4,703 boys and 4,773 girls) ages 15 to 18 years in six ethnicities were assessed. The difference among ethnicities was statistically significant for all dimensions (p values < .001 for each dimension). This study showed statistically significant differences in 19 static anthropometric dimensions among high school students regarding gender, age, and ethnicity. © 2014, Human Factors and Ergonomics Society.

Sensation Seeking and Locus of Control in University Students in the Context of Regular Exercise Participation and Gender

ERIC Educational Resources Information Center

Tekin, Ali; Tekin, Gülcan; Çalisir, Melih

2017-01-01

The aim of this study is to determine the locus of control (LC) and sensation seeking (SS) levels of university female students according to regular exercise participation (REP) and gender (G). This descriptive study was initiated in 2016 and finished in 2017. A total of 623 students, 306 females and 317 males, from different academic departments…

Gender, Previous Knowledge, Personality Traits and Subject-Specific Motivation as Predictors of Students' Math Grade in Upper-Secondary School

ERIC Educational Resources Information Center

Peklaj, Cirila; Podlesek, Anja; Pecjak, Sonja

2015-01-01

The aim of the study was to examine the relationships between gender, previous knowledge, different personality traits, subject-specific motivational dimensions and students' math grade in secondary school. A total of 386 first-year students (142 boys and 244 girls) from secondary schools in Slovenia (mean age was 15.7 years) participated in the…

Effects of Prior Economic Education, Native Language, and Gender on Economic Knowledge of First-Year Students in Higher Education. A Comparative Study between Germany and the USA

ERIC Educational Resources Information Center

Brückner, Sebastian; Förster, Manuel; Zlatkin-Troitschanskaia, Olga; Walstad, William B.

2015-01-01

The assessment of university students' economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students' economic knowledge have been highlighted since long. However, the findings…

A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students across Race and Gender

ERIC Educational Resources Information Center

Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.

2016-01-01

Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…

Characterizing, modeling, and addressing gender disparities in introductory college physics

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren Elizabeth

2011-12-01

The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self-affirmation was strongest for females who endorsed the stereotype that men do better than women in physics. The findings of this thesis suggest that there are multiple factors that contribute to the underperformance of females in physics. Establishing this model of gender differences is a first step towards increasing females' participation and performance in physics, and can be used to guide future interventions to address the disparities.

Digital Games, Gender and Learning in Engineering: Do Females Benefit as Much as Males?

NASA Astrophysics Data System (ADS)

Joiner, Richard; Iacovides, Jo; Owen, Martin; Gavin, Carl; Clibbery, Stephen; Darling, Jos; Drew, Ben

2011-04-01

The aim of this paper was to explore whether there is a gender difference in the beneficial effects of Racing Academy, which is a video game used to support undergraduate students learning of Mechanical Engineering. One hundred and thirty-eight undergraduate students (15 females and 123 males) participated in the study. The students completed a pre-test a week before they started using Racing Academy. The pre-test consisted of a test of students' knowledge of engineering, and a measure of students' motivation towards studying engineering. A week after using Racing Academy the students completed a post-test which was identical to the pre-test, except it also included a measure of how frequently they used Racing Academy and how motivating the students found playing Racing Academy. We found that after playing Racing Academy the students learnt more about engineering and there was no gender difference in the beneficial effect of Racing Academy, however there is some evidence that, female students found Racing Academy more motivating than male students. The implications for the use and design of video games for supporting learning for both males and females are discussed.

Gender differences in the relationship between blood pressure and body mass index during adolescence.

PubMed

Kawada, Noritaka; Nakanishi, Kaori; Ohama, Tohru; Nishida, Makoto; Yamauchi-Takihara, Keiko; Moriyama, Toshiki

2015-01-01

In adults, gender and obesity play significant roles in the regulation of blood pressure (BP). This study investigated the effects of gender and body mass index (BMI) on BP during adolescence. A cross-sectional and longitudinal study involving 6838 students under twenty years old (median, eighteen years old; male, 4624; female, 2214) at Osaka University visited the Healthcare Center for their matriculation health examination from April to May in the years 2008, 2009, and 2010, and re-visited the Healthcare Center for their student health examination from May to June in the years 2011, 2012, and 2013. Height, body weight, and BP were measured in students both on and 3 years after admission to Osaka University. On admission, the slope of the regression line for BMI and systolic BP (SBP) in non-underweight students was significantly different between genders. SBP and diastolic BP (DBP) increased in both genders during the observation period. Among male students who had a normal BMI on admission, those who had an increase in BMI of over 4% during the observation period showed a greater increase in SBP than those who had a change in BMI of -4% to 4%. On the other hand, female students showed no change in BP with the increase in BMI. The magnitude of BP elevation with increased BMI was associated with gender during adolescence. This may be a cause of the higher prevalence of hypertension in adult males. Copyright © 2014 Asian Oceanian Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

Gender differences and similarities in medical students' experiences of mistreatment by various groups of perpetrators.

PubMed

Siller, Heidi; Tauber, Gloria; Komlenac, Nikola; Hochleitner, Margarethe

2017-08-14

Mistreatment of medical students during medical education is a widespread concern. Studies have shown that medical students report the most mistreatment compared to students of other study programs and that the prevalence of mistreatment peaks during clinical training. For this reason, a study was conducted to assess prevalence of mistreatment among medical students committed by various groups of people. The focus was to identify whether gender was associated with the experience of mistreatment. Additionally, students' perception of university climate for reporting sexual harassment was assessed. In the study 88 medical students (45 women, 43 men) participated. A modified version of the Questionnaire on Student Abuse was used to assess students' experience of various types of mistreatment and associated distress during medical education. To explore factors that could be associated with this experience the organizational climate for reporting sexual harassment was assessed with the Psychological Climate for Sexual Harassment. The most often cited perpetrators of mistreatment were strangers (79.5%), friends (75.0%) and university staff (68.2%). Strangers mostly committed psychological mistreatment and sexual harassment, whereas friends additionally engaged in physical mistreatment of medical students. The most common form of mistreatment conducted by university staff was humiliation of students. These kinds of psychological mistreatment were reported to be distressing (43%). Gender differences were found in the prevalence of mistreatment. Women experienced more sexual harassment and humiliation than did men. On the other hand, men experienced more physical mistreatment than did women. Women reported experiencing more distress from mistreatment experiences than did men and also more often reported being mistreated by university staff than did men. Women perceived a greater risk in reporting sexual harassment to the organization than did men. Mistreatment of female and male students should be focused on using a gender perspective because types of mistreatment can differ by gender. Additionally, interventions should include the societal level as there was a high prevalence of mistreatment perpetrated by strangers. Also the issue of trust in the university needs to be addressed and the organization is called on to visibly demonstrate that it represents and protects its students as well as its staff.

Student achievement in science: A longitudinal look at individual and school differences

NASA Astrophysics Data System (ADS)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for science increase in magnitude in later grades. Thirteen percent of the variation in achievement was found to occur between schools. At the school level, student/teacher ratio is positively related to student achievement in 7th grade and the percent of students who receive free lunch in a school is negatively related to achievement, but neither of these is related to growth in achievement over time.

Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

PubMed

Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

2018-03-08

The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Exploration of the attitudes of nursing students to peer physical examination and physical examination of patients.

PubMed

Wearn, Andy M; Bhoopatkar, Harsh; Mathew, Thomas K; Stewart, Lisa

2013-08-01

The use of peer physical examination (PPE) in early clinical skills has been studied amongst medical students. The majority of students are comfortable with using peer physical examination, when sensitive areas are excluded. Students' attitudes are related to their personal characteristics: gender, age, religious faith, and ethnicity. There is no data on nursing students' attitudes to peer physical examination. Identify and explore: Dual cohort, cross-sectional, anonymous survey. Three-year undergraduate nursing programme, skills centre and service clinical learning. All first and third year nursing students were asked to complete a modified Examining Fellow Students questionnaire at the end of 2008. The questionnaire asked students to indicate which of 12 body areas they would not be willing to examine/have examined by a peer of the same/opposite gender. This study also asked students which of the 12 body areas they felt uncomfortable examining on patients. The response rate was 76% (128/168). The students were predominantly female (93% female; 7% male). Most students were comfortable with examining non-sensitive body regions of peers (78.2%-100% willing) and patients (92.3-100% willing). Male gender was significantly associated with willingness to examine and be examined by peers (p=0.001); Asian students were significantly less willing to engage in peer physical examination with opposite gender (p<0.007). Year 3 students were significantly more comfortable than Year 1 in examining patients of either gender (p<0.001). In spite of the male gender findings, this predominantly female population expresses similar attitudes to the gender-balanced medical student studies - high acceptability for non-sensitive areas. The role of characteristics and attitudes to peer physical examination shows similarities and differences to other studies. Student characteristics were not related to patient examination attitudes. Copyright © 2012 Elsevier Ltd. All rights reserved.

Factorial Invariance and Latent Mean Differences of Scores on the Achievement Goal Tendencies Questionnaire across Gender and Age in a Sample of Spanish Students

ERIC Educational Resources Information Center

Ingles, Candido J.; Marzo, Juan C.; Castejon, Juan L.; Nunez, Jose Carlos; Valle, Antonio; Garcia-Fernandez, Jose M.; Delgado, Beatriz

2011-01-01

This study examined the factorial invariance and latent mean differences of scores on the Spanish version of the "Achievement Goal Tendencies Questionnaire" (AGTQ) across gender and age groups in 2022 Spanish students (51.1% boys) in grades 7 through 10. The equality of factor structures was compared using multi-group confirmatory factor…

Assessing Gender Differences in College Cigarette Smoking Intenders and Nonintenders.

ERIC Educational Resources Information Center

Page, Randy M.; Gold, Robert S.

1983-01-01

Significant gender differences were observed regarding college students' beliefs about the consequences of smoking, their normative beliefs concerning smoking, and their willingness to comply with advice from authority figures. Educational and treatment programs should address males and females differently. (Author/PP)

[Role of employment or scholar status and gender: Drug use among 18 to 25 year-olds in France in 2005].

PubMed

Legleye, S; Beck, F; Peretti-Watel, P; Chau, N

2008-10-01

In France, drug use levels of college students remain quite unknown, mainly because of the lack of representative samples of this specific part of the population. There is also a lack of studies concerning gender and drug use. The Health barometer 2005 is a wide national telephone survey which is representative of the 12-75-year-olds (n=30,514). Among the 18-25-year-olds, 1290 students were surveyed, besides 1480 employed and 538 unemployed people. Various licit and illicit drug use levels of these three groups were compared using logistic regression models for men and women, controlling for age, level of diploma, category of area of residence, living in couple, religion and type of phone equipment. These results were compared with those obtained in the Health Barometer 2000, with exactly the same variables and definitions. Analysis showed that among women, alcohol and cannabis use as well as drunkenness were more frequent among unemployed and college students than among workers. For men, drug use, and especially illicit drug use, appeared more frequent among unemployed. As a consequence, gender differences for alcohol and cannabis use were lower among students than among workers or unemployed. For both sexes, logistic models controlling for age showed that alcohol consumption as well as daily tobacco smoking were less frequent among students than among employed people, contrarily to drunkenness and cannabis use. For almost all drug uses, differences between genders are smaller among students. Except for alcohol and tobacco use, these differences disappeared when controlling for other sociodemographic variables. Compared with data from year 2000, differences among the three groups appeared smaller, especially for drunkenness and cannabis smoking among college students. Alchol and tobacco uses are less frequent among students than active people, employed or not, but there is no significant difference for drunkenness and cannabis use. For both genders, unemployment is associated with increased levels of drug use, but pursuing higher education is associated with an increased level of alcohol and cannabis use among women, which is not the case among men.

The Need for Training Gender-Sensitive Teachers: Addressing Education Challenges for Gender Sensitive National Development

ERIC Educational Resources Information Center

Lumadi, Mutendwahothe Walter; Shongwe, Sipho S.

2010-01-01

This study reports on the extent to which colleges of education in Swaziland prepare student teachers to be gender-sensitive in their practice as teachers. Gendering in contemporary teacher education, both primary and secondary was approached from the curricular and agency perspectives. Gender-related differences in the first teacher education…

Winning or Losing against an Opposite-Sex Peer on a Gender-Based Competitive Task.

ERIC Educational Resources Information Center

Gilbert, Stefanie; Thompson, J. Kevin

1999-01-01

Explored the effects on college students' mood and body image of a negative versus positive outcome in an opposite-sex, competitive peer interaction. Used one gender-neutral and one gender stereotypical task. There were no gender differences in reactions to winning or losing gender-neutral competitions, except marginally for depression. The…

Gender, Gender Identity, Rape Myth Acceptance, and Time of Initial Resistance on the Perception of Acquaintance Rape Blame and Avoidability.

ERIC Educational Resources Information Center

Kopper, Beverly A.

1996-01-01

Investigated the role of gender, gender role identity, rape myth acceptance, and initial resistance in assigning blame in the case of acquaintance rape, and studied the perceived avoidability of the assault for 355 female and 179 male college students. The gender differences in responses are discussed. (SLD)

Gender, race, ethnicity, and science education in the middle grades

NASA Astrophysics Data System (ADS)

Catsambis, Sophia

This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers.Received: 2 August 1993; Revised: 8 August 1994;

Gender awareness among physicians--the effect of specialty and gender. A study of teachers at a Swedish medical school.

PubMed

Risberg, Gunilla; Hamberg, Katarina; Johansson, Eva E

2003-10-27

An important goal for medical education today is professional development including gender equality and awareness of gender issues. Are medical teachers prepared for this task? We investigated gender awareness among physician teachers, expressed as their attitudes towards the role of gender in professional relationships, and how it varied with physician gender and specialty. We discuss how this might be related to the gender climate and sex segregation in different specialties. Questionnaires were sent to all 468 specialists in the clinical departments and in family medicine, who were engaged in educating medical students at a Swedish university. They were asked to rate, on visual analogue scales, the importance of physician and patient gender in consultation, of preceptor and student gender in clinical tutoring and of physician gender in other professional encounters. Differences between family physicians, surgical, and non-surgical hospital doctors, and between women and men were estimated by chi-2 tests and multivariate logistic regression analyses. The response rate was 65 %. There were differences between specialty groups in all investigated areas mainly due to disparities among men. The odds for a male family physician to assess gender important were three times higher, and for a male non-surgical doctor two times higher when compared to a male surgical doctor. Female teachers assessed gender important to a higher degree than men. Among women there were no significant differences between specialty groups. There was an interaction between physician teachers' gender and specialty as to whether they identified gender as important in professional relationships. Male physicians, especially from the surgical group, assessed gender important to a significantly lower degree than female physicians. Physicians' degree of gender awareness may, as one of many factors, affect working climate and the distribution of women and men in different specialties. Therefore, to improve working climate and reduce segregation we suggest efforts to increase gender awareness among physicians, for example educational programs where continuous reflections about gender attitudes are encouraged.

Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession?

PubMed

Lohenry, Kevin; Lie, Désirée; Fung, Cha-Chi; Crandall, Sonia; Bushardt, Reamer L

2016-06-01

To compare physician assistant (PA) students' attitudes regarding interprofessional education by students' seniority, gender, age, and previous experience with interprofessional education. The validated 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale were administered to matriculating and graduating PA students from 2 US institutions (N = 186). Primary outcomes were score differences by subgroup and institution using independent sample t-tests. We also examined scale validity measured by Cronbach's alpha (internal consistency) and Pearson correlation coefficients (concurrent validity). Student demographics at both institutions were similar. Initial comparisons did not demonstrate significant institutional differences. Consequently, data were combined for subsequent analyses. Matriculating students had significantly higher mean Readiness for Interprofessional Learning Scale scores than did graduating students. No significant differences were found by gender, age, or previous interprofessional education exposure for either scale. Both scales demonstrated high internal consistency (Readiness for Interprofessional Learning Scale α = 0.93; Interdisciplinary Education Perception Scale α = 0.84). Physician assistant student attitudes regarding interprofessional education are very positive at matriculation and are less positive at graduation. Physician assistant student attitudes do not vary by gender, age, or previous interprofessional education exposure. Physician assistant educators should ensure that students' interprofessional education exposure makes full use of the students' initial positive attitudes and focuses on skill development for interprofessional education competencies.

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

PubMed Central

Brownell, Sara E.; Wenderoth, Mary Pat

2014-01-01

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel. PMID:25185231

Do girls really experience more anxiety in mathematics?

PubMed

Goetz, Thomas; Bieg, Madeleine; Lüdtke, Oliver; Pekrun, Reinhard; Hall, Nathan C

2013-10-01

Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.

Chemical Engineering Students: A Distinct Group among Engineers

ERIC Educational Resources Information Center

Godwin, Allison; Potvin, Geoff

2013-01-01

This paper explores differences between chemical engineering students and students of other engineering disciplines, as identified by their intended college major. The data used in this analysis was taken from the nationally representative Sustainability and Gender in Engineering (SaGE) survey. Chemical engineering students differ significantly…

Gender differences in teachers' behaviors in relation to adolescents' self-concepts.

PubMed

Mboya, M M

1995-12-01

Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

The role of difficulty and gender in numbers, algebra, geometry and mathematics achievement

NASA Astrophysics Data System (ADS)

Rabab'h, Belal Sadiq Hamed; Veloo, Arsaythamby; Perumal, Selvan

2015-05-01

This study aims to identify the role of difficulty and gender in numbers, algebra, geometry and mathematics achievement among secondary schools students in Jordan. The respondent of the study were 337 students from eight public secondary school in Alkoura district by using stratified random sampling. The study comprised of 179 (53%) males and 158 (47%) females students. The mathematics test comprises of 30 items which has eight items for numbers, 14 items for algebra and eight items for geometry. Based on difficulties among male and female students, the findings showed that item 4 (fractions - 0.34) was most difficult for male students and item 6 (square roots - 0.39) for females in numbers. For the algebra, item 11 (inequality - 0.23) was most difficult for male students and item 6 (algebraic expressions - 0.35) for female students. In geometry, item 3 (reflection - 0.34) was most difficult for male students and item 8 (volume - 0.33) for female students. Based on gender differences, female students showed higher achievement in numbers and algebra compare to male students. On the other hand, there was no differences between male and female students achievement in geometry test. This study suggest that teachers need to give more attention on numbers and algebra when teaching mathematics.

Gender Inequality in the Primary Classroom: Will Interactive Whiteboards Help?

ERIC Educational Resources Information Center

Smith, Fay; Hardman, Frank; Higgins, Steve

2007-01-01

This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction…

Trends in Gender Differences in Mathematics and Science (TIMSS 1995-2003)

ERIC Educational Resources Information Center

Neuschmidt, Oliver; Barth, Juliane; Hastedt, Dirk

2008-01-01

This article investigates changes in gender differences evident in the performance of grade 8th grade students participating in the Trends in International Mathematics and Science Study (TIMSS) between 1995 and 2003. Gender specific results and patterns found in TIMSS 1995 were compared with later cycles of the study in order to address the…

College students' motivation to achieve and maintain a healthy weight.

PubMed

Furia, Andrea C; Lee, Rebecca E; Strother, Myra L; Huang, Terry T-K

2009-01-01

To develop and refine a scale of motivational factors related to healthy weight achievement and maintenance and to examine differences by gender and weight status. A cross-sectional survey of 300 university students aged 18-24 years. Factor analysis yielded 6 factors-Intrinsic (Cronbach's alpha=0.73): affective motivation, self-efficacy/interest; Extrinsic (Cronbach's alpha=0.68): social reward, peer pressure, lack of choice, and authority influence. Males and normal-weight students showed higher affective motivation and overall intrinsic motivation compared to females and overweight students, (P<.001). Intrinsic motivational factors and gender differences should be considered in developing obesity prevention interventions in this age-group.

The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

NASA Astrophysics Data System (ADS)

Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

2018-05-01

The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

PubMed

Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

Career Decision-Making Difficulties of Turkish Adolescents

ERIC Educational Resources Information Center

Bacanli, Feride

2016-01-01

The purposes of this study are (1) to adapt the Career Decision-Making Difficulties Questionnaire (CDDQ) to Turkish high school students and (2) to examine gender differences, grade differences, and differences between "decided" and "undecided" students. The sample consisted of 2509 adolescent students. The results showed that…

Media Detectives: Bridging the Relationship among Empathy, Laugh Tracks, and Gender in Childhood

ERIC Educational Resources Information Center

Kanthan, Sruti; Graham, James A.; Azarchi, Lynne

2016-01-01

Empathy in college-age students is decreasing at unprecedented rates. Understanding empathy in children can act as primary prevention in tackling the problem. This study considers laugh tracks' capacity to bias reality, foster empathy, and investigate differences across time and gender in 181 fifth grade students. Findings from this…

Worried Women, Complacent Men? Gendered Responses to Differential Student Funding in Higher Education

ERIC Educational Resources Information Center

Kettley, Nigel; Whitehead, Joan M.; Raffan, John

2008-01-01

Changing financial arrangements for undergraduates have led to a growth in widening participation research. However, hardly any studies explore gender differences in the impact of differential funding on students' sense of well-being, their financial coping strategies and their educational attainment. Our research shows that there are few gender…

Determined to Make a Difference: A Qualitative Study of College Women Student Leaders

ERIC Educational Resources Information Center

Wagoner, Heather Yattaw

2017-01-01

While research has grown related to the experiences of gender and leadership in the workplace, little research exists on the experiences of gender and leadership in collegiate student organization settings. This study explores the experiences of college women holding executive leadership roles in highly visible on-campus registered student…

Colleges Confront a Gender Gap in Student Engagement

ERIC Educational Resources Information Center

Sander, Libby

2012-01-01

For decades, women have enrolled in college in greater numbers than men, and, by many measures, have outperformed them in the classroom. But in recent years, as social scientists and student-affairs offices have focused on other differences between the genders, they have documented patterns that could explain how engagement influences student…

Student vs. Faculty Perspectives on Quality Instruction: Gender Bias, "Hotness," and "Easiness" in Evaluating Teaching

ERIC Educational Resources Information Center

Boehmer, Devin M.; Wood, William C.

2017-01-01

This article systematically examines differences between student and faculty perspectives on quality instruction, using local data for a regional university's college of business matched to RateMyProfessors.com evaluations. Particular attention is focused on gender bias, "hotness," and "easiness." In addition to documenting a…

Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

ERIC Educational Resources Information Center

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate

2014-01-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students'…

Perceptions of Rape and Attitudes toward Women in a Sample of Lebanese Students

ERIC Educational Resources Information Center

Rebeiz, Maria J.; Harb, Charles

2010-01-01

This study investigated values, ambivalent sexism, religiosity, religious differences, gender, and attitudes toward rape victims as predictors of rape myths in a sample of Lebanese students (N = 300). Values of self-transcendence and conservation, gender, hostile sexism, and attitudes toward rape victims emerged as significant predictors of rape…

Suicidal Behavior, Negative Affect, Gender, and Self-Reported Delinquency in College Students

ERIC Educational Resources Information Center

Langhinrichsen-Rohling, Jennifer; Arata, Catalina; Bowers, David; O'Brien, Natalie; Morgan, Allen

2004-01-01

The associations among suicidal behavior, negative affect, and delinquency were assessed via an anonymous self-report survey administered to male and female college students ( N = 383). Contrary to our hypothesized results, there were no gender differences in rates of suicidal ideation and attempts. Confirming our hypotheses about gender…

Gender and Socioeconomic Status Differences in University Students' Perception of Social Support

ERIC Educational Resources Information Center

Tinajero, Carolina; Martínez-López, Zeltia; Rodríguez, Mª Soledad; Guisande, Mª Adelina; Páramo, Mª Fernanda

2015-01-01

Perceived social support has been shown to be one of the most important protective factors for emerging adult students during their transition to university. However, the relationships between perceived social support and dimensions of gender and family background, which have been shown to affect adjustment to college life, remain unexplored. The…

Effects of Gender and Motivations on Perceptions of Nonmedical Use of Prescription Stimulants

ERIC Educational Resources Information Center

Lookatch, Samantha J.; Moore, Todd M.; Katz, Elizabeth C.

2014-01-01

Objective: This study examined the impact on college students' perceptions of nonmedical use of prescription stimulants (NMUPS) of motivation for use and gender. Participants: Participants were college students (N = 695) from 2 universities in different regions of the United States. Methods: Participants read a vignette describing a college…

Minds-on and Hands-on Activity: Improving Instruction in Science for All Students. Presidential Address, 1995.

ERIC Educational Resources Information Center

Andre, Thomas

1997-01-01

Reviews evidence on gender inequities in science education and gender differences in "ways of knowing" and argues that making science instruction more effective can promote greater equity. Describes a conceptual change approach to science instruction that explicitly activates students' preexisting conceptions and misconceptions and helps students…

Teaching Science/Learning Gender: Preservice Elementary Teachers Write about Science, Gender, and Identity.

ERIC Educational Resources Information Center

Letts, William J., IV

Using data collected from an undergraduate science methods class, this paper interrogates a variety of ways that preservice teachers construct their identities as both students of science and prospective teachers of science. Data sources included writings about an issue of "difference" in science class, a science autobiography, student-generated…

Differential Gender Performance on the Major Field Test-Business

ERIC Educational Resources Information Center

Bielinska-Kwapisz, Agnieszka; Brown, F. William

2013-01-01

The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. Many previous studies analyzing scores on the MFT-B report gender differences on the exam even after controlling for student's aptitude, general intellectual ability,…

Impact of audio narrated animation on students' understanding and learning environment based on gender

NASA Astrophysics Data System (ADS)

Nasrudin, Ajeng Ratih; Setiawan, Wawan; Sanjaya, Yayan

2017-05-01

This study is titled the impact of audio narrated animation on students' understanding in learning humanrespiratory system based on gender. This study was conducted in eight grade of junior high school. This study aims to investigate the difference of students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation. Research method that is used is quasy experiment with matching pre-test post-test comparison group design. The procedures of study are: (1) preliminary study and learning habituation using audio narrated animation; (2) implementation of learning using audio narrated animation and taking data; (3) analysis and discussion. The result of analysis shows that there is significant difference on students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation, both in general and specifically in achieving learning indicators. The discussion related to the impact of audio narrated animation, gender characteristics, and constructivist learning environment. It can be concluded that there is significant difference of students' understanding at boys and girls classes in learning human respiratory system using audio narrated animation. Additionally, based on interpretation of students' respond, there is the difference increment of agreement level in learning environment.

Exploring differential item functioning (DIF) with the Rasch model: a comparison of gender differences on eighth grade science items in the United States and Spain.

PubMed

Babiar, Tasha Calvert

2011-01-01

Traditionally, women and minorities have not been fully represented in science and engineering. Numerous studies have attributed these differences to gaps in science achievement as measured by various standardized tests. Rather than describe mean group differences in science achievement across multiple cultures, this study focused on an in-depth item-level analysis across two countries: Spain and the United States. This study investigated eighth-grade gender differences on science items across the two countries. A secondary purpose of the study was to explore the nature of gender differences using the many-faceted Rasch Model as a way to estimate gender DIF. A secondary analysis of data from the Third International Mathematics and Science Study (TIMSS) was used to address three questions: 1) Does gender DIF in science achievement exist? 2) Is there a relationship between gender DIF and characteristics of the science items? 3) Do the relationships between item characteristics and gender DIF in science items replicate across countries. Participants included 7,087 eight grade students from the United States and 3,855 students from Spain who participated in TIMSS. The Facets program (Linacre and Wright, 1992) was used to estimate gender DIF. The results of the analysis indicate that the content of the item seemed to be related to gender DIF. The analysis also suggests that there is a relationship between gender DIF and item format. No pattern of gender DIF related to cognitive demand was found. The general pattern of gender DIF was similar across the two countries used in the analysis. The strength of item-level analysis as opposed to group mean difference analysis is that gender differences can be detected at the item level, even when no mean differences can be detected at the group level.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

PubMed

Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Demographic attributes and knowledge acquisition among graduate-entry medical students.

PubMed

Finucane, Paul; Flannery, Denise; McGrath, Deirdre; Saunders, Jean

2013-01-01

Recent changes to undergraduate (basic) medical education in Ireland have linked an expansion of student numbers with wide-ranging reforms. Medical schools have broadened access by admitting more mature students from diverse backgrounds and have increased their international student numbers. This has resulted in major changes to the demographic profile of students at Irish medical schools. To determine whether the demographic characteristics of students impact on their academic performance and specifically on their rate of knowledge acquisition. As a formative assessment exercise, we administered a progress test to all students twice each year during a 4 year graduate-entry medical programme. We compared scores over time between students from different age cohorts, of different gender, of different nationalities and from different academic backgrounds. In the 1143 tests taken by 285 students to date, there were no significant differences in the rate of knowledge acquisition between the various groups. Early in the course, students from a non-biological science background performed less well than others but outperformed their peers by the time of graduation. Neither age, gender, nationality nor academic background impacts on the rate of knowledge acquisition among graduate-entry medical students.

Gender differences in physiologic markers and health behaviors associated with childhood obesity.

PubMed

Govindan, Morgen; Gurm, Roopa; Mohan, Sathish; Kline-Rogers, Eva; Corriveau, Nicole; Goldberg, Caren; Durussel-Weston, Jean; Eagle, Kim A; Jackson, Elizabeth A

2013-09-01

Previous studies have demonstrated gender-related differences in body composition, physical activity, and diet. This observational study assesses gender variance in independent predictors for obesity to determine targeted areas for intervention. Data from 1714 sixth-grade students enrolled in Project Healthy Schools were compared by using health behaviors and physiologic markers (lipids, random glucose, blood pressure, and resting and recovery heart rates). Students were stratified by gender and obesity (BMI ≥95th percentile by age and gender). Physiologic markers and behaviors were compared by using χ(2) analysis. Univariate associations with P < .10 were included in a stepwise logistic regression model to determine independent predictors for obesity by gender. Nonobese students (both boys and girls) showed significantly healthier physiologic parameters compared with their obese counterparts. Two behaviors independently correlated with obesity in both boys and girls: regularly eating school lunches (odds ratio [OR] 1.29, 95% confidence interval [CI] 1.01-1.64; OR 1.27, 95% CI 1.00-1.62, respectively) and watching ≥2 hours of television per day (OR 1.19, 95% CI 1.07-1.32; OR 1.19, 95% CI 1.06-1.34, respectively). Vigorous physical activity and involvement in school sports teams appeared to be protective against obesity in boys (OR 0.90, 95% CI 0.82-0.98; OR 0.77, 95% CI 0.64-0.94, respectively), whereas milk consumption appeared protective in girls (OR 0.81, 95% CI 0.67-0.98). Among middle-school children, we observed gender-related differences in factors associated with obesity. Additional research is warranted to determine the beneficial impact of improving school lunches and decreasing screen time, while improving our understanding of gender-related differences in milk consumption and physical activities in relation to BMI.

The Generalizability of Students' Interests in Biology Across Gender, Country and Religion

NASA Astrophysics Data System (ADS)

Hagay, G.; Baram-Tsabari, A.; Ametller, J.; Cakmakci, G.; Lopes, B.; Moreira, A.; Pedrosa-de-Jesus, H.

2013-06-01

In order to bridge the existing gap between biology curricula and students' interests in biology, a strategy for identifying students' interest based on their questions and integrating them into the curriculum was developed. To characterize the level of generalizability of students' science interests over 600 high school students from Portugal, Turkey, England and Israel, who chose biology as an advanced subject, their interest level was ranked in 36 questions that were originally raised by Israeli students. Results indicate that students from four different countries show interest in similar science questions. The most intriguing questions were the ones that dealt with human health and new developments in reproduction and genetics. Religious affiliation had the strongest effect on students' interest level, followed by national affiliation and gender. The findings suggest that students' interest in one context is relevant to the development of interest-based learning materials in a different context. However, despite these similarities, cultural and sociological differences need to be taken into account.

Effects of Spatial Ability, Gender Differences, and Pictorial Training on Children Using 2-D and 3-D Environments to Recall Landmark Locations from Memory

ERIC Educational Resources Information Center

Kopcha, Theodore J.; Otumfuor, Beryl A.; Wang, Lu

2015-01-01

This study examines the effects of spatial ability, gender differences, and pictorial training on fourth grade students' ability to recall landmark locations from memory. Ninety-six students used Google Earth over a 3-week period to locate landmarks (3-D) and mark their location on a 2-D topographical map. Analysis of covariance on posttest scores…

The moderating effect of gender on the relation between expectancies and gambling frequency among college students.

PubMed

Teeters, Jenni B; Ginley, Meredith K; Whelan, James P; Meyers, Andrew W; Pearlson, Godfrey D

2015-03-01

Compared to college females, college males are more likely to report frequent gambling. Research on gambling outcome expectancies has shown that expectations about gambling influence gambling behavior and that endorsement of particular expectancies differs by gender. Knowledge regarding the differential predictive utility of specific gambling expectancies based on gender would help to determine how beliefs about gambling may be fundamentally different for men and women. The present study explored whether gender moderates the relation between gambling expectancy and gambling frequency in a college sample. 421 college students completed an online survey that included questions about their demographics, gambling frequency, and gambling expectancies. Hierarchical regression analyses indicated that gender moderated the relations between the expectancies of social consequences, material gain, and gambling frequency. For females, greater endorsement of social consequences predicted less frequent gambling. For both males and females, greater endorsement of material gain predicted more frequent gambling. The current findings can help inform prevention and intervention efforts by identifying gambling expectations that are differentially related to college student gambling behavior choices.

Gender Differences in Both Force Concept Inventory and Introductory Physics Performance

NASA Astrophysics Data System (ADS)

Docktor, Jennifer; Heller, Kenneth

2008-10-01

We present data from a decade of introductory calculus-based physics courses for science and engineering students at the University of Minnesota taught using cooperative group problem solving. The data include 40 classes with more than 5500 students taught by 22 different professors. The average normalized gain for males is 0.4 for these large classes that emphasized problem solving. Female students made up approximately 20% of these classes. We present relationships between pre and post Force Concept Inventory (FCI) scores, course grades, and final exam scores for females and males. We compare our results with previous studies from Harvard [2] and the University of Colorado [3,4]. Our data show there is a significant gender gap in pre-test FCI scores that persists post-instruction although there is essentially no gender difference in course performance as determined by course grade.

Who Is the Rotten Apple? Mock Jurors' Views of Teacher-Student Sexual Contact.

PubMed

Anderson, Alissa; Wingrove, Twila; Fox, Paul; McLean, Kyle; Styer, Erin

2018-05-01

The present study investigated mock jurors' ( N = 541) perceptions of a hypothetical case of teacher-student sexual contact. Mock jurors read a brief vignette describing an alleged sexual encounter where the gender and age of both the teacher and student were manipulated. Participants rendered legal decisions (i.e., verdict, degree of guilt, and sentence length), as well as culpability judgments pertaining to both the teacher and the student (i.e., blame, cause, and desire for the sexual contact). In addition, the effects of mock juror gender and attitudes regarding both rape myth acceptance and homophobia were investigated. Teacher gender and both teacher and student age predicted mock jurors' recommended sentences, with male teachers, older teachers, and younger students leading to greater sentences. Overall, student age was most consistently related to multiple culpability judgments, and the culpability judgments regarding the victim were the most consistently predicted by the independent variables. We did not find any evidence of homosexist attitudes, meaning that same-gender teacher-student contact was not judged any differently than opposite-gender contact. Worth noting, we found an interaction such that male students victimized by female teachers were judged to have wanted the contact more than any other gender combination, especially by male participants. The authors discuss these findings in the context of the child sexual abuse (CSA) literature concluding that many of the findings of more prototypical CSA cases extend to the teacher-student context. We also discuss the implications of these findings in terms of gendered judgments of adolescents who are victimized by teachers, possibly decided by legal professionals, school administrators, and jurors themselves. In particular, the three-way gender interaction can be interpreted in the context of stereotypes regarding sexual development marking sexual contact between adolescent males and older females as a "rite of passage" into adulthood.

Integrating Gender and Group Differences into Bridging Strategy

NASA Astrophysics Data System (ADS)

Yılmaz, Serkan; Eryılmaz, Ali

2010-08-01

The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect of bridging analogy-based instruction on sophomore students' misconceptions in Newton's Third Law. Specifically, the authors developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy. Newton's third law misconception test, attitude scale toward Newton's third law, and classroom observation checklists were the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables, make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance indicated that the bridging strategy had a significant effect on students' misconceptions in Newton's third law whereas it had no significant effect on students' attitudes toward Newton's third law.

'AN INCREDIBLY STEEP HILL:' HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS.

PubMed

Wood, Christine V; Campbell, Patricia B; McGee, Richard

2016-01-01

This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students' family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students' perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students.

Examining Metacognition in Hearing and Deaf/Hard of Hearing Students: A Comparative Study.

ERIC Educational Resources Information Center

Al-Hilawani, Yasser A.

2001-01-01

The metacognitive performance of 87 Arab typically developing adolescents and 20 Arab adolescents with deafness was examined. There was no significant difference between the students in metacognitive performance, nor were there gender-based differences among students with deafness. However, hearing female students scored significantly higher on…

Attitudes toward Suicide in Japanese and American Medical Students.

ERIC Educational Resources Information Center

Domino, George; Takahashi, Yoshitomo

1991-01-01

Administered Suicide Opinion Questionnaire to 100 medical students from Japan and 100 medical students from the United States (80 percent males, 20 percent females). Found significant differences on Right to Die, Normality, and Aggression scales between Japanese and U.S. students, and significant gender differences on Religion and Impulsivity…

Ecological and personal predictors of science achievement in an urban center

NASA Astrophysics Data System (ADS)

Guidubaldi, John Michael

This study sought to examine selected personal and environmental factors that predict urban students' achievement test scores on the science subject area of the Ohio standardized test. Variables examined were in the general categories of teacher/classroom, student, and parent/home. It assumed that these clusters might add independent variance to a best predictor model, and that discovering relative strength of different predictors might lead to better selection of intervention strategies to improve student performance. This study was conducted in an urban school district and was comprised of teachers and students enrolled in ninth grade science in three of this district's high schools. Consenting teachers (9), students (196), and parents (196) received written surveys with questions designed to examine the predictive power of each variable cluster. Regression analyses were used to determine which factors best correlate with student scores and classroom science grades. Selected factors were then compiled into a best predictive model, predicting success on standardized science tests. Students t tests of gender and racial subgroups confirmed that there were racial differences in OPT scores, and both gender and racial differences in science grades. Additional examinations were therefore conducted for all 12 variables to determine whether gender and race had an impact on the strength of individual variable predictions and on the final best predictor model. Of the 15 original OPT and cluster variable hypotheses, eight showed significant positive relationships that occurred in the expected direction. However, when more broadly based end-of-the-year science class grade was used as a criterion, 13 of the 15 hypotheses showed significant relationships in the expected direction. With both criteria, significant gender and racial differences were observed in the strength of individual predictors and in the composition of best predictor models.

Gender Differences in Eating Behavior and Social Self Concept among Malaysian University Students.

PubMed

Khor, Geoklin; Cobiac, Lynne; Skrzypiec, Grace

2002-03-01

University students may encounter personal, family, social, and financial stresses while trying to cope with their academic challenges. Such constraints could affect their eating behavior and health status which, in turn may have negative effects on their studies. In light of little information in Malaysia on this subject, this study was undertaken on a sample of 180 students pursuing different academic programs in a Malaysian university. The study objectives were to determine the students' eating behavior including body weight control and the extent of fear of being fat, their social self concept that reflects the five selves namely, the psychological self, the social self, the sexual self, the family self and the physical self. Eating behavior and social self concept were determined based on various methods previously validated in studies on young adults in Asia and Australia. This article focuses on gender comparisons for these determinants. The results showed that psychological and emotional factors have a significant bearing on the eating behavior of university students. Uninhibited eating behavior of both the males and females showed significant and negative correlations with feelings pertaining to personal worth, the physical self, and their relationships with peers and families. Gender differences were manifested for some determinants. The females showed more restrained eating behavior than the males; the females have a significantly higher score for family relationship, which appears to be a significant factor on male students' eating behavior. Future studies on a larger sample size may help to unravel the extent to which psychological factors influence eating behavior of students, and the underlying psychosocial basis for some of the gender differences reported in this study.

A comparison of African-American and Caucasian college students' attitudes toward computers

NASA Astrophysics Data System (ADS)

Luckett, Pamela Gail

1997-09-01

As computer usage becomes mandatory on college campuses across the world, the issue of examining students' attitudes toward computers becomes very important. The major goal of this study was to examine the relationship between gender and ethnicity and African American and Caucasian college students attitudes toward computers. The Computer Attitude Scale instrument was used to measure the students' attitudes. During the Summer of the 1996 academic year, a university in the southeastern United States was selected to participate in this study. A total of 230 African American and Caucasian undergraduate students participated in the study. The students were pre-tested during the first week of the semester to access their initial computer attitudes. The students were enrolled in one of the mandatory computer literacy courses (Computer Literacy Awareness Course or C, Pascal or FORTRAN Programming Course) for 12 weeks. There were a total of seven different instructors for the courses. During the 12th week of class, the students were post-tested to access their computer attitudes after completing one of the computer literacy courses. Results were analyzed using ANCOVA. While both African Americans and Caucasian students showed a slight increase in their attitudes toward computers after completing the course, no significant difference between the groups was found. However, all groups were found to have positive attitudes toward computers in general. Data analysis also indicated no significant gender difference among African American and Caucasian undergraduate students. This confirmed findings of previous studies in which no significant gender difference was found to exist among college students.

The Effect of Gender on Students' Sustainability Consciousness: A Nationwide Swedish Study

ERIC Educational Resources Information Center

Olsson, Daniel; Gericke, Niklas

2017-01-01

This study extends previous environmental education research on gender differences by investigating the gender gap between boys' and girls' sustainability consciousness. The issue of whether the gender gap in environmental education can be identified also in sustainability education is addressed. It has been suggested that Education for…

Gender Difference in Academic Planning Activity among Medical Students

PubMed Central

Nguyen, Huy Van; Giang, Thao Thach

2013-01-01

Background In Vietnam, as doctor of medicine is socially considered a special career, both men and women who are enrolled in medical universities often study topics of medicine seriously. However, as culturally expected, women often perform better than men. Because of this, teaching leadership and management skill (LMS) to develop academic planning activity (APA) for female medical students would also be expected to be more effective than male counterparts. This research aimed to compare by gender the effect of teaching LMS on increasing APA, using propensity score matching (PSM). Methods In a cross-sectional survey utilizing a self-reported structured questionnaire on a systematic random sample of 421 male and female medical students in Hanoi Medical University, this study adopted first regression techniques to construct a fit model, then PSM to create a matched control group in order to allow for evaluating the effect of LMS education. Results There were several interesting gender differences. First, while for females LMS education had both direct and indirect effects on APA, it had only direct effect on males’ APA. Second, after PSM to adjust for the possible confounders to balance statistically two groups – with and without LMS education, there is statistically a significant difference in APA between male and female students, making a net difference of 11% (p<.01), equivalent to 173 students. The difference in APA between exposed and matched control group in males and females was 9% and 20%, respectively. These estimates of 9.0 and 20.0 percentage point increase can be translated into the practice of APA by 142 males and 315 females, respectively, in the population. These numbers of APA among male and female students can be explained by LMS education. Conclusions Gender appears to be a factor explaining in part academic planning activity. PMID:23418467

Boy Crisis? Sex Differences in Self-Injurious Behaviors and the Effects of Gender Role Conflicts Among College Students in China.

PubMed

Chao, Qiuling; Yang, Xueyan; Luo, Cheng

2016-11-01

In Western research, self-injurious behaviors are commonly viewed as "feminine" behavior. In this present study, using the data from a survey administered to 960 first- and second-year students in Xi'an Jiaotong University in China, the self-injurious behaviors among college students are analyzed by sex. The results reported that the average prevalence of self-injurious behaviors among male students is 35.2%, higher than the 20.4% observed among female students (p < .1), and the average frequency of severe self-injurious behaviors among male students is 0.4, higher than the 0.18 reported among female students (p < .05). Gender role conflicts and verbal violence are strongly associated with male students' self-injurious behaviors, whereas gender role conflicts and verbal, visual, and sexual violence are strongly associated with female students' self-injurious behaviors. This suggests that self-injurious behaviors among college students in China constitute, to some extent, a boy crisis that can be well explained by gender role conflicts. In addition, verbal violence leads to self-injurious behaviors among both male and female students, whereas visual and sexual violence lead to self-injurious behaviors only among female students. © The Author(s) 2015.

Effects of age, gender and educational background on strength of motivation for medical school

PubMed Central

Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

2009-01-01

The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor’s degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience. PMID:19774476

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

A Study of Grade Level and Gender Differences in Divergent Thinking among 8th and 11th Graders in a Mid-Western School District

ERIC Educational Resources Information Center

Roue, Leah Christine

2011-01-01

This research study compared gender and grade level differences in divergent thinking among middle school and high school students in the Midwest, in an attempt to determine whether gender or grade level-based differences exist in divergent thinking. The instrument used was based on the Wallach and Kogan Creativity Test (WKCT). There were 166…

Adolescents' Compliance-Resistance: Effects of Parents' Compliance Strategy and Gender.

ERIC Educational Resources Information Center

White, Kim D.; And Others

1989-01-01

Examined choice of compliance-resisting behaviors among adolescents. Findings from 118 high school students revealed significant differences in resistance strategy the adolescent selected on basis of parent gender, adolescent gender, and compliance-gaining strategy (manipulation, nonnegotiation, emotional appeal, personal rejection, empathic…

Which form of assessment provides the best information about student performance in chemistry examinations?

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

Background . This study developed from observations of apparent achievement differences between male and female chemistry performances in a state university entrance examination. Male students performed more strongly than female students, especially in higher scores. Apart from the gender of the students, two other important factors that might influence student performance were format of questions (short-answer or multiple-choice) and type of questions (recall or application). Purpose The research question addressed in this study was: Is there a relationship between performance in state university entrance examinations in chemistry and school chemistry examinations and student gender, format of questions - multiple-choice or short-answer, and conceptual level - recall or application? Sample The two sources of data were: (1) secondary analyses of five consecutive years' data published by the examining authority of chemistry examinations, and (2) tests conducted with 192 students which provided information about all aspects of the three variables (question format, question type and gender) under consideration. Design and methods Both sources of data were analysed using ANOVA to compare means for the variables under consideration and the statistical significance of any differences. The data from the tests were also analysed using Rasch analysis to determine differences in gender performance. Results When overall mean data are considered, both male and female students performed better on multiple-choice questions and recall questions than on short-answer questions and application questions, respectively. When overall mean data are considered, male students outperformed female students in both the university entrance and school tests, particularly in the higher scores. When data were analysed with Rasch, there was no statistically significant difference in performance between males and females of equal ability. Conclusions Both male and female students generally perform better on multiple-choice questions than they do on short-answer questions. However, when the questions are matched in terms of difficulty (using Rasch analysis), the differences in performance between multiple-choice and short-answer are quite small. Rasch analysis showed that there was little difference in performance between males and females of equal ability. This study shows that a simple face-value score analysis of relative student performance - in this case, in chemistry - can be deceptive unless the actual abilities of the students concerned, as measured by a tool such as Rasch, are taken into consideration before reaching any conclusion.

Preliminary investigation of instructor effects on gender gap in introductory physics

NASA Astrophysics Data System (ADS)

Kreutzer, Kimberley; Boudreaux, Andrew

2012-06-01

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

Science and engineering students' classroom experiences: An analysis by gender and discipline

NASA Astrophysics Data System (ADS)

Barrett, Martha Cohen

Based on a concern about the persistence of women in science-related disciplines, this study sought to determine whether science and engineering students' classroom experiences and the importance students attributed to their experiences differed by gender and discipline. Using Chickering & Gamson's (1987) "Seven Principles for Good Practice in Undergraduate Education" as a framework, students' classroom experiences were separated into eight broad categories: Student Preparation, Feedback to Students, Instructor's Expectations of Students, Active Learning, Student Interaction, Instructor's Response to Differences Among Students, Student-Faculty Contact, and Learning Experiences. A survey instrument that included questions related to the eight broad classroom experience dimensions was used to collect data on students' classroom experiences and values in 22 undergraduate biology, chemistry, and mechanical engineering classrooms in a total of three institutions. Most of the classes were sophomore/junior level, and the number of students in each of the classes varied. 896 surveys met the study criteria and were included in the analyses. A total of 23 indices were created using the data collected in the study. Although there were no significant differences in how men and women perceived instructors' classroom behaviors, there were differences in the extent to which men and women reported that they valued particular classroom experiences. For each of these differences (importance of preparation, importance of requirements, importance of cooperative environment, importance of diversity flexibility, and importance of familiarity and respect), women valued the experience more highly than did men. There were also differences in classroom experiences and in the extent to which students valued their experiences across the three disciplines, with more disciplinary differences in students' classroom experiences than in the value they attached to their experiences. While some of the variables included in the study, such as size of class, encouragement from teachers, and expected grade, accounted for a portion of the reported differences in students' experiences and the importance they attached to their experiences, gender and discipline did not add much to the overall understanding of differences in experiences and values.

Influence of gender and other factors on medical student specialty interest.

PubMed

Boyle, Veronica; Shulruf, Boaz; Poole, Phillippa

2014-09-12

Medical schools must select and educate to meet anticipated health needs. Factors influencing career choice include those of the student and their background as well as subsequent experience. Women have comprised over 50% of medical classes for over 20 years. This study describes gender patterns of current specialty interest among medical students at the University of Auckland, and models the predictive effect of gender compared to other career influencing factors. The study analysed career intention survey data from 711 graduating medical students (response rate, 79%) from 2006 to 2011. Interest level was highest for medicine, followed by subspecialty surgery, general practice and paediatrics. There were differences by gender for most specialties, but not for general practice. Women were more likely than men to be interested in Obstetrics and Gynaecology, Paediatrics, Geriatrics, Public Health or General Medicine, and less interested in Surgery, Anaesthesia, Emergency Medicine or post graduate study. Each specialty had a different pattern of influencing factors with the most important factor being the experience on a clinical attachment. Factors in career choice are complex and vary by gender and specialty. General practice levels of interest are too low for workforce needs. Predictive models need to be validated in longer term studies but may help guide selection and curriculum design.

Gender and Ethnic-Group Differences in Causal Attributions for Success and Failure in Mathematics and Language Examinations.

ERIC Educational Resources Information Center

Birenbaum, Menucha; Kraemer, Roberta

1995-01-01

Examines gender and ethnic differences among Jewish and Arab high school students in Israel with respect to their causal attributions for success and failure in mathematics and language examinations. Results from 333 ninth graders show larger effects of ethnicity than of gender, with effects more pronounced in success than in failure attributions.…

Mathematics and Sciences Course Taking among Arab Students in Israel: A Case of Unexpected Gender Equality.

ERIC Educational Resources Information Center

Ayalon, Hanna

2002-01-01

Using multilevel analysis on a sample of academic-track 12th graders in Israel, compared gender inequality in course taking of mathematics and sciences in Arab and Jewish high schools. Findings show gender inequality to be almost nonexistent in Arab schools, but prominent in Jewish schools. Differences are explained by the differences in…

Gender Differences in Science Learning of Japanese Junior High School Students: A Two Year Study.

ERIC Educational Resources Information Center

Nakazawa, Chie; Takahira, Sayuri; Muramatsu, Yasuko; Kawano, Ginko; Fujiwara, Chika; Takahashi, Michiko; Ikegami, Toru

This paper presents the results of a 2-year study conducted in Japanese junior high schools to examine the changes in attitude towards science with regard to gender difference. The Third International Mathematics and Science Study (TIMSS) identifies Japan as the country with the largest gender gap in "liking science." The results of the…

Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

ERIC Educational Resources Information Center

Sonnert, Gerhard; Fox, Mary Frank

2012-01-01

Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

Pursuing Higher Education: Are There Gender Differences in the Factors That Influence Individuals To Pursue Higher Education?

ERIC Educational Resources Information Center

Harris, Sandra McMeans

This study investigated whether gender differences exist in the factors thought to influence a person's desire to pursue higher education. A 152-item multiple choice questionnaire, completed by 346 students enrolled at a large university during 1998, was the source of the data. The independent variable was gender; dependent variables were…

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

PubMed

Bieg, Madeleine; Goetz, Thomas; Wolter, Ilka; Hall, Nathan C

2015-01-01

Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2-3 weeks (N within = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

PubMed Central

Bieg, Madeleine; Goetz, Thomas; Wolter, Ilka; Hall, Nathan C.

2015-01-01

Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2–3 weeks (Nwithin = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed. PMID:26441778

Learning styles of physiology students interested in the health professions.

PubMed

Breckler, Jennifer; Joun, David; Ngo, Huy

2009-03-01

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences ("unimodal"), whereas others have multiple ("multimodal") learning preferences. Although limited in scope and reliability, knowledge of student learning preferences is important for reasons of pedagogy. Teaching and student learning styles may also affect student academic success in science coursework and fulfillment of student career goals. In our study, we determined the learning preferences of upper-division students in a human physiology course during a 2-yr period at a public undergraduate institution in California. We also sought to determine the association between individual learning styles and stated career intentions. We found that the majority of students interested in the health professions have multimodal learning preferences. Furthermore, a greater percentage of premedical students had multimodal preferences compared with predental and prescientist students. When data were compared by gender, we found that more female than male students had multimodal learning preferences. We also observed some gender differences when separating student groups by career choice. For example, more premedical men had multimodal preferences compared with nonpremedical men. In contrast to men, women showed little differences in their learning style profiles whether premedical or not and also self-predicted their learning preferences more accurately. Thus, career choice may be an important consideration in determining whether or not there are gender differences among students.

A comparison of attitudes toward euthanasia among medical students at two Polish universities.

PubMed

Leppert, Wojciech; Gottwald, Leszek; Majkowicz, Mikolaj; Kazmierczak-Lukaszewicz, Sylwia; Forycka, Maria; Cialkowska-Rysz, Aleksandra; Kotlinska-Lemieszek, Aleksandra

2013-06-01

The aim of the study conducted upon completion of obligatory palliative medicine courses among 588 medical students at two universities was to compare their attitudes toward euthanasia. Four hundred ninety-two (84.97 %) students were Catholics; 69 (11.73 %) declared they would practice euthanasia, 303 (51.53 %) would not, and 216 students (36.73 %) were not sure. The idea of euthanasia legalisation was supported by 174 (29.59 %) respondents, opposed by 277 (47.11 %), and 137 (23.30 %) were undecided. Five hundred fifty-six (94.56 %) students did not change their attitudes toward euthanasia after palliative medicine courses. Students from the two universities were found to have different opinions on practicing euthanasia, euthanasia law and possible abuse which might follow euthanasia legalisation, but they shared similar views on the choice of euthanasia if they themselves were incurably ill and the legalisation of euthanasia. Gender and religion influenced students' answers. Differences observed between medical students at the two universities might be related to gender and cultural differences.

A Conceptual Study on Pedagogical Formation Students: Gender

ERIC Educational Resources Information Center

Tarhan, Sinem; Ünal, Fatma; Köksal, Eda Çürükvelioglu

2017-01-01

While the biological differences accepted by the individuals themselves are seen as sex differences, at the point of socializing the society culture, the differences in the ways of behavior, emotion, and role which are taught are seen as "acceptable" according to the sex are seen as gender role differences. This study aimed to…

Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference

ERIC Educational Resources Information Center

Kiran, Dekant; Sungur, Semra

2012-01-01

The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and…

Reimagining the Historically Black College and University (HBCU) Environment: Exposing Race Secrets and the Binding Chains of Respectability and Othermothering

ERIC Educational Resources Information Center

Njoku, Nadrea; Butler, Malika; Beatty, Cameron C.

2017-01-01

This article investigates how the intersections of gender, race, policy, and student differences at historically Black colleges and universities (HBCUs) can impact student experience. Such an environment can displace and penalize those who do not adhere to the uniformity of heteronormative gender roles or respectability politics. Using…

Sources of Academic Stress: The Case of First Year Jewish and Arab College Students in Israel.

ERIC Educational Resources Information Center

Zeidner, Moshe

1992-01-01

A study of sociocultural and gender differences in Arab (n=209) and Jewish (n=184) first-year college students' perceptions of major sources of academic stress, and relationship with achievement, found cultural group background the most salient background predictor of success, followed by social class and gender, with noninteractive effects. A…

Gender and Age Differences in How Children Cope with Daily Stress

ERIC Educational Resources Information Center

Morales Rodriguez, Francisco Manuel; Trianes Torres, Maria Victoria; Miranda Paez, Jesus

2012-01-01

Introduction: The study of coping among students accounts for an interesting subject, as having coping skills guarantees a healthy lifestyle and quality of life. The present study aims to analyze the role played by age and gender on the coping strategies used by Andalusian school students to cope with situations of daily stress. These situations…

Language Classroom: A "Girls' Domain"? Female and Male Students' Perspectives on Language Learning

ERIC Educational Resources Information Center

Nikitina, Larisa; Furuoka, Fumitaka

2007-01-01

Substantial research has been done on gender differences in relation to various aspects of learning and teaching. In the field of language learning learner's gender and its relationship with emotional (affective) components of language study has been a subject of numerous academic inquiries. These studies have focused on female and male students'…

"I Can Do More Things": How Black Female Student-Athletes Contend with Race, Gender, and Stereotypes

ERIC Educational Resources Information Center

Ferguson, Tomika

2015-01-01

Black female student-athletes who attend a predominantly White, Division I institution navigate their college experiences differently than their peers. They may face social, academic, and athletic challenges related to their race and gender which may impact their social and academic integration into the campus community. The purpose of this study…

Competitive Comparison in Music: Influences upon Self-Efficacy Beliefs by Gender

ERIC Educational Resources Information Center

Hendricks, Karin S.; Smith, Tawnya D.; Legutki, Allen R.

2016-01-01

This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample…

Evaluating Courses: An Examination of the Impact of Student Gender

ERIC Educational Resources Information Center

Darby, Jenny A.

2006-01-01

Previous research into the effects of gender differences on course evaluations has failed to take into account a number of intervening variables. In part 1 of the present study a questionnaire was administered to 504 female and male students measuring whether they noticed, remembered things, and related to others. These are all measures which have…

Pedagogical Perspectives on Gendered Speech Styles in the Teaching and Learning of Japanese as a Foreign Language

ERIC Educational Resources Information Center

Bohn, Mariko Tajima

2015-01-01

This study examines student perspectives on gender differences in Japanese speech. Expanding on a small-scale survey by Siegal & Okamoto (2003) that investigated the views of eleven Japanese-language college teachers, this study analyzes 238 questionnaire responses from 220 Japanese-language students at four universities and a US government…

The Effects of Sex and Gender Role Identity on Perceived Stress and Coping among Traditional and Nontraditional Students

ERIC Educational Resources Information Center

Jones, Kayla; Mendenhall, Sarah; Myers, Charlsie A.

2016-01-01

Objective: This study examined differences in perceived stress and coping strategies based on gender role identity (GRI) and sex among traditional and nontraditional college students. Participants and Methods: Online surveys that assessed demographic information, GRI, and perceived stress were completed between October 2013 and March 2014 by 197…

Attributional Gender Bias: Teachers' Ability and Effort Explanations for Students' Math Performance

ERIC Educational Resources Information Center

Espinoza, Penelope; Arêas da Luz Fontes, Ana B.; Arms-Chavez, Clarissa J.

2014-01-01

Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students' performance in math. Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort; conversely, boys' failures in math are attributed to a…

Gender Difference of Confidence in Using Technology for Learning

ERIC Educational Resources Information Center

Yau, Hon Keung; Cheng, Alison Lai Fong

2012-01-01

Past studies have found male students to have more confidence in using technology for learning than do female students. Males tend to have more positive attitudes about the use of technology for learning than do females. According to the Women's Foundation (2006), few studies examined gender relevant research in Hong Kong. It also appears that no…

Children with Attention Deficit Hyperactivity Disorder: Are There Gender Differences in School Functioning?

ERIC Educational Resources Information Center

DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary E. Vile; Volpe, Robert J.; Lutz, J. Gary

2006-01-01

Few studies have comprehensively examined possible gender differences in the school functioning of children with attention deficit hyperactivity disorder (ADHD). This study investigated differences in academic, social, and emotional and behavioral functioning between 133 male and 42 female elementary school students who met research diagnostic…

Gender Differences in Field-Dependence and Educational Style.

ERIC Educational Resources Information Center

Fritz, Robert L.

1994-01-01

Secondary marketing students (n=144) completed the Group Embedded Figures Test and Educational Style Preference Inventory. Gender differences were found in information processing strategies and on 12 of 19 conative variables representing the way moods and emotions act as filters to produce selective attention. These differences could be most…

Gender differences in undergraduate medicine in Galway: a tale of two curricula.

PubMed

McVeigh, T P; Dunne, F P

2014-03-01

Medical teaching in the National University of Ireland Galway (NUIG) has undergone a shift from subject- to system-based learning. Our aims were to examine differences between genders in academic performance in medicine across two different curricula. Results of each student graduating between 2007 and 2012 for each subject undertaken over the medical degree were obtained from the Medical School. Data were collected with respect to gender, nationality and mode of entry, and analysis completed using SPSS. The cohort included 360 females and 249 males. 396 students read from a subject-based curriculum and 213 a system-based course. Females outperformed males in 19/24 (79 %) subjects in the subject-based curriculum, and in 9/38 (24 %) in the system-based course. Males were more likely to fail and less likely to achieve an honours degree. Multivariate analysis showed nationality and gender to be significant predictive factors. Females outperformed males overall. Differences were most pronounced in a subject-based curriculum. Nationality and gender were found to be significant factors in determining overall results.

Gender and Middle School Science: An Examination of Intrinsic and Extrinsic Factors Affecting Achievement

NASA Astrophysics Data System (ADS)

Austin, Jennifer

Gender differences in middle school science were examined utilizing a mixed-methods approach. The intrinsic and extrinsic experiences of male and female non-gifted high-achieving students were investigated through the administration of the CAIMI, student interviews, teacher questionnaires, observations, and document examination. Male and female students were selected from a rural Northeast Georgia school district based on their high performance and high growth during middle school science. Eighty-three percent of the student participants were white and 17% were Hispanic. Half of the male participants and one third of the female participants were eligible for free and reduced meals. Findings revealed that male participants were highly motivated, whereas female participants exhibited varying levels of motivation in science. Both male and female students identified similar instructional strategies as external factors that were beneficial to their success. Due to their selection by both genders, these instructional strategies were considered to be gender-neutral and thereby useful for inclusion within coeducational middle school science classrooms.

Gender and Doctoral Studies: The Perceptions of Ph.D. Students in an American University

ERIC Educational Resources Information Center

Kurtz-Costes, Beth; Helmke, Laura Andrews; Ulku-Steiner, Beril

2006-01-01

Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student's faculty supervisor and gender make-up of the faculty within the student's department or academic unit. All students reported the importance of…

AIDS prevention and college students: male and female responses to "fear-provoking" messages.

PubMed

Johnson, K; LaTour, M S

1991-01-01

This study was designed to examine the effects of fear appeals in AIDS prevention messages and to determine whether or not males and females differ in their response to these appeals. MANOVA results from a sample of 179 junior and senior business students at a mid-Atlantic urban university indicate that significant differences in message effects were associated with type of appeal, gender of the respondent, and the interaction between appeal and gender.

Tool time: Gender and students' use of tools, control, and authority

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Brader-Araje, Laura; Carboni, Lisa Wilson; Carter, Glenda; Rua, Melissa J.; Banilower, Eric; Hatch, Holly

2000-10-01

In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender-related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described.

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

NASA Astrophysics Data System (ADS)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to each year for both studies, Asian students had the highest average test scores, followed by White, Hispanic, and Black students, respectively. Thus, a stairstep achievement gap (Carpenter, Ramirez, & Severn, 2006) was present.

Instruction of Diverse Students in Mainstream Classrooms

ERIC Educational Resources Information Center

Chang, Sau Hou

2013-01-01

This chapter focuses on the instruction of diverse students in mainstream classrooms. The first part summarizes academic achievement of diverse students from different ethnicity, gender, language and social class. The second part discusses the characteristics of different diverse instruction. The third part suggests specific instructional…

Differing Gender Preferences for Educational Media among Thai Students Studying English at University

ERIC Educational Resources Information Center

Grubbs, Samuel Jacob

2012-01-01

There have been many reports indicating that there are differences between male and female students in various issues in education. This research examined the preferences for various forms of educational media by freshmen students studying English in Thailand. Approximately 3000 students at seven university campuses in central Thailand were…

Student Engagement Profile: A Comparison of Traditional and Nontraditional Undergraduate College Students

ERIC Educational Resources Information Center

Bonnetaud, Cricket

2012-01-01

The purpose of this study was to examine if there were differences between traditional and nontraditional undergraduate students level of engagement on a traditional campus. In addition, the engagement profile of nontraditional students was examined to determine whether there were differences when considering moderator variables: such as gender,…

Sex Differences in the Accuracy of Intonation Perception: A Study of Oral Interpretation Students.

ERIC Educational Resources Information Center

Jensen, Marvin D.; Carlin, Phyllis Scott

1981-01-01

To determine whether gender differences exist in paralinguistic perception, 31 male and 59 female college students listened to an audiotape on which emotions were conveyed through ambiguous verbal statements and then indicated their perceptions of the conveyed emotions. Statistical analyses of the student responses in relation to students'…

Students' Understandings of Human Organs and Organ Systems.

ERIC Educational Resources Information Center

Reiss, Michael J.; Tunnicliffe, Sue Dale

2001-01-01

Discusses students' understandings of their own internal structure. Analysis shows the extent to which student understanding increases with age and the degree to which students know more about some organs and organ systems than others. Gender differences in the drawings were generally not large and there were some intriguing differences in the…

Wellness and College Type in African American Male College Students: An Examination of Differences

ERIC Educational Resources Information Center

Spurgeon, Shawn L.

2009-01-01

African American male students (N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students…

Gender and Race Differences in Middle School Students' Perceptions of Caring Teacher Behaviors

ERIC Educational Resources Information Center

Tosolt, Brandelyn

2010-01-01

This study investigated differences in 50 fifth through eighth grade students' perceptions of caring teacher behaviors. The analyses revealed that African American and female students were more likely to value behavior that encourages academic achievement than were White and male students, who were more likely to value warm interpersonal…

Gender differences in the relationships among parenting styles and college student mental health.

PubMed

Barton, Alison L; Kirtley, Michael S

2012-01-01

Levels of student depression may increase as stress increases; parenting styles may be one indirect source of stress. The authors examined the role of parenting style in relationship to student stress, anxiety, and depression, with focused attention on gender differences. Participants were 290 undergraduate students (58% female, mean age = 19). Cross-sectional design. Participants completed surveys containing measures of parenting styles, college stress, anxiety, and depression. Anxiety and stress acted as mediators between some maternal parenting styles and female student depression. No mediational relationships were found for male student ratings. Daughters may be more susceptible to the influences of maternal parenting styles, which can either prepare or fail to prepare them for management and avoidance of stressors that are encountered during the college transition. College counseling centers and student affairs personnel may wish to focus attention on the instruction of self-management and problem-solving skills for incoming students.

Student portfolios and the hidden curriculum on gender: mapping exclusion.

PubMed

Phillips, Christine B

2009-09-01

The hidden curriculum - the norms, values and practices that are transmitted to students through modelling by preceptors and teachers, and decisions about curricular exclusions and inclusions - can be profoundly important in the socialising of trainee doctors. However, tracking the hidden curriculum as it evolves can be challenging for medical schools. This study aimed to explore the content of student e-portfolios on gender issues, a key perspective often taught through a hidden curriculum. Online posts for a gender and medicine e-portfolio task completed by two cohorts of students in Year 3 of a 4-year medical course (n = 167, 66% female) were analysed using a grounded theory approach. A process of gendered 'othering' was applied to both men and women in the medical school using different pedagogical strategies. Curricular emphases on women's health and lack of support for male students to acquire gynaecological examination skills were seen as explicit ways of excluding males. For female medical students, exclusion tended to be implicit, operating through modelling and aphoristic comments about so-called 'female-friendly' career choices and the negative impact of motherhood on career. E-portfolios can be a useful way of tracking the hidden curriculum as it evolves. Responses to gendered exclusion may be developed more readily for the explicit processes impacting on male students than for the implicit processes impacting on female students, which often reflect structural issues related to training and employment.

Gender and beliefs about work force discrimination in the United States and Australia.

PubMed

Browne, B A

1997-02-01

Beliefs about gender discrimination in the work force were investigated among a sample of American (n = 201) and Australian (n = 177) business students. Significant differences between genders in beliefs about the existence of gender discrimination were indicated, with women being more likely than men to affirm its existence, particularly in the area of salary discrimination. In addition, there were differences between genders and between countries in assessment of the factors that might lead to lower participation of women in management and in the assessment of avenues of advancement for women.

Personality Traits of Mathematically Advanced College Students.

ERIC Educational Resources Information Center

Spray, Kristina J.

This study examined how students with a minimum background of Calculus IV (n=17) differ from other college students (n=17) on personality traits as determined by the 16 PF, fifth edition. Significant differences were found on Factor A (Warmth), Factor B (Reasoning), Factor F (Liveliness) and Factor H (Social Boldness). Gender differences were also…

Dimensions of gender relations and reproductive health inequity perceived by female undergraduate students in the Mekong Delta of Vietnam: a qualitative exploration.

PubMed

Bui, Thanh Cong; Markham, Christine M; Ross, Michael W; Williams, Mark L; Beasley, R Palmer; Tran, Ly T H; Nguyen, Huong T H; Le, Thach Ngoc

2012-10-24

Increasing evidence indicates that gender equity has a significant influence on women's health; yet few culturally specific indicators of gender relations exist which are applicable to health. This study explores dimensions of gender relations perceived by female undergraduate students in southern Vietnamese culture, and qualitatively examines how this perceived gender inequity may influence females' sexual or reproductive health. Sixty-two female undergraduate students from two universities participated in eight focus group discussions to talk about their perspectives regarding national and local gender equity issues. Although overall gender gaps in the Mekong Delta were perceived to have decreased in comparison to previous times, several specific dimensions of gender relations were emergent in students' discussions. Perceived dimensions of gender relations were comparable to theoretical structures of the Theory of Gender and Power, and to findings from several reports describing the actual inferiority of women. Allocation of housework and social paid work represented salient dimensions of labor. The most salient dimension of power related to women in positions of authority. Salient dimensions of cathexis related to son preference, women's vulnerability to blame or criticism, and double standards or expectations. Findings also suggested that gender inequity potentially influenced women's sexual and reproductive health as regards to health information seeking, gynecological care access, contraceptive use responsibility, and child bearing. Further investigations of the associations between gender relations and different women's sexual and reproductive health outcomes in this region are needed. It may be important to address gender relations as a distal determinant in health interventions in order to promote gender-based equity in sexual and reproductive health.

Evaluation of medical students using the "qi, blood, and fluid" system of Kampo medicine.

PubMed

Arai, Makoto; Arai, Katsuhiko; Hioki, Chizuko; Takashi, Masanori; Matsumoto, Kaori; Honda, Masamitsu; Izumi, Shun-ichiro

2013-04-20

Although "qi, blood, and fluid" (QBF) is the most important concept for patients in Kampo medicine, there are few studies about the conditions of the QBF system among healthy populations. We used QBF pattern scores to determine whether or not medical students, presumed to be healthy, had any potentially pathological conditions. Six consecutive fourth-year classes totaling 652 medical students evaluated their own QBF conditions using Terasawa's QBF pattern scores. The six conditions: "qi deficiency" (QD), "qi stagnation" (QS), "qi counterflow" (QC), "blood deficiency" (BD), "blood stasis" (BS), and "fluid disturbance" (FD), were categorized according to Terasawa's criteria. The Mann-Whitney U test was used to compare the score differences between the genders, Chi-square test was used to examine gender differences in the QBF diagnoses, and the Spearman's rank-order correlation coefficient analysis was used to analyze the correlation between each category of QBF. In all, 44.6% of the students met at least one diagnostic criterion in the QBF system. QC, BD, BS, and FD were established more in females, and QD and QS were established without gender differences. Most students who were presumed to be healthy were revealed to have some potentially pathological conditions using the QBF system.

Gender differences in depression scores of Iranian and german medical students.

PubMed

Ahmadi, Jamshid; Ahmadi, Nahid; Soltani, Fereshteh; Bayat, Fatemeh

2014-01-01

The aim was to evaluate gender differences in depression scores of Iranian and German medical students. Two hundred Iranian medical students (100 men and 100 women) and 200 German medical students (100 men and 100 women) were selected randomly and completed the English form of the self-rating Beck Depression Inventory (BDI). Analysis gave a mean rating of 10.7 ± 6.6 for Iranian men and 10.9 ± 7.81 for Iranian women (NS). Also, 5 ± 4.9 for German men and 5.6 ± 5.0 for German women (NS). On Item 2, which asked whether the person was pessimistic 33% of Iranian men and 30% of Iranian women indicated that they were pessimistic (NS). Also, 21% of German men and 20% of German women indicated that they were pessimistic (NS). On Item 9, which asked about suicidal tendencies, 9% of Iranian men and 13% of Iranian women reported as having suicidal tendencies (NS). Also, 13% of German men and 21% of German women reported as having self-harming thoughts (NS). The present study showed no gender differences in Iranian and German medical students' scores on the BDI.

[The determinants of adolescent smoking by gender and type of school in Korea].

PubMed

Kim, Hyuncheol; Kim, Eun-kyong; Choi, Eun-Sil; Kim, Yu-Jeong; Lee, Hyun-Ju; Kim, Jong-Ju; Jang, Hyung-Suk; Shim, Kyung-Seon; Jeon, Sang-Nam; Kang, Yo-Han; Kang, Hyunseok; Oh, Juwhan; Cho, Kung Sook; Kwon, Soonman

2006-09-01

This study assessed the influences of various factors that are related to youth smoking such as gender, age and type of school, and we wanted to provide supporting data for tailored and effective policy initiatives to reduce adolescent smoking. A self-report survey was conducted on 14,910 teen-age students who were selected based on the nationwide distribution of students in large and small cities and counties, the gender ratio of the students and the ratio of students attending various type of school at 38 middle and high schools in six representative areas of each province. The survey was handled and managed by a health education teacher at each school. Binary and multinomial logistic regression was used in the analyses. Smoking by adolescents was associated with gender, age and even height. Male high school students tended to smoke more than female high school students, but this differences was not significant for middle school students. The older the adolescents were, the more likely that they smoked, except for the female high school students. Height was meaningful for all adolescents, except for the boys at the vocational high schools. Monthly allowance was significant for all adolescents. School factors such as type of school and the students' school performance were also crucial factors. Attending a vocational high school was strongly related to smoking, especially for girls. Students' school performance and the perceived level of stress were strongly associated with smoking, especially for boys. Home factors such as the relationship with parents and conversation time with family members were closely related to smoking behavior. Knowledge about the health hazard of smoking was also found to be strongly related to adolescent smoking. In conclusion, demographic factors, school factors, home surroundings and the perception on the harmfulness of smoking are strongly related to adolescent smoking behavior, but these differ from gender and type of school.

Business Students' Perceptions of Best University Professors: Does Gender Role Matter?

ERIC Educational Resources Information Center

Das, Mallika; Das, Hari

2001-01-01

Investigated the relationship between gender and gender role of students and their "best" university professors. Surveys of Canadian college students indicated that there was a strong relationship between students' gender and gender role and the gender and perceived gender role of their best instructors. Masculinity was valued more by…

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers' Tracking Recommendations

ERIC Educational Resources Information Center

Nürnberger, Miriam; Nerb, Josef; Schmitz, Florian; Keller, Johannes; Sütterlin, Stefan

2016-01-01

This study investigated the extent to which differences in implicit and explicit math--language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences…

Multinational Business Gaming: Is Gender Important?

ERIC Educational Resources Information Center

Johnson, Scott D.; And Others

1997-01-01

A study investigated influence of gender on undergraduate students (n=119) involved in international business games. Females tended to view the simulation as less complex, have less cohesive group structures, and show less self-confidence than males. However, game performance measures showed no significant gender differences. Implications for…

Gender and the Culture of Schools.

ERIC Educational Resources Information Center

Brody, Celeste; Fuller, Kasi; Gosetti, Penny Poplin; Moscato, Susan; Nagel, Nancy; Pace, Glennellen; Schmuck, Patricia

This paper explores how students from three different high schools (one all female, one all male changing to coeducation, and one previously all female, and now coeducational) experience school culture, how institutions, through their policies and practices, communicate normative behavior about gender, and how gender is communicated through…

A Preliminary Study on Motivation and Gender in CLIL and Non-CLIL Types of Instruction

ERIC Educational Resources Information Center

Fontecha, Almudena Fernández; Alonso, Andrés Canga

2014-01-01

This paper sets out to enquiry about gender-based differences in motivation towards EFL in two different types of instruction, i.e. CLIL and EFL (non-CLIL). The study was carried out with 4th Primary education Spanish students randomly selected from two mixed-gender schools in La Rioja (Spain). The results show that non-CLIL learners are…

School Anxiety Inventory-Short Version: Factorial Invariance and Latent Mean Differences Across Gender and Age in Spanish Adolescents

ERIC Educational Resources Information Center

Ingles, Candido J.; Garcia-Fernandez, Jose M.; Marzo, Juan C.; Martinez-Monteagudo, Maria C.; Estevez, Estefania

2015-01-01

This study examined the factorial invariance and latent mean differences of the School Anxiety Inventory-Short Version across gender and age groups for 2,367 Spanish students, ranging in age from 12 to 18 years. Configural and measurement invariance were found across gender and age samples for all dimensions of the School Anxiety Inventory-Short…

Attribution and Motivation: Gender, Ethnicity, and Religion Differences among Indonesian University Students

ERIC Educational Resources Information Center

Sutantoputri, Novita W.; Watt, Helen M. G.

2013-01-01

The study explores the possibilities of gender, ethnicity, and religion differences on attributions (locus of control, stability, personal and external control), motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence beliefs, religiosity, racial/ethnic identity, and academic…

Gender Differences in Positive Social-Emotional Functioning

ERIC Educational Resources Information Center

Romer, Natalie; Ravitch, N. Kathryn; Tom, Karalyn; Merrell, Kenneth W.; Wesley, Katherine L.

2011-01-01

We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength-based measure of positive social-emotional attributes and resilience--the Social-Emotional Assets and Resilience Scales (SEARS) cross-informant system. Caregivers, teachers, and students in grades kindergarten through…

Relational Aggression and Victimization in College Students

ERIC Educational Resources Information Center

Dahlen, Eric R.; Czar, Katherine A.; Prather, Emily; Dyess, Christy

2013-01-01

For this study we explored relational aggression and victimization in a college sample (N = 307), examining potential gender and race differences, correlates, and the link between relational aggression and common emotional and behavioral problems, independent of relational victimization. Gender and race differences were observed on relational…

A phenomenographical investigation of gender differences in the conceptual understanding of mechanics: Implications for classroom instruction

NASA Astrophysics Data System (ADS)

Sabin, Suzanne Sells

Using a phenomenographical approach, this study investigates the qualitatively different ways that middle school boys and girls conceptualize aspects of the relationship between force and motion. It is well documented that students enter the classroom with intuitive beliefs that are frequently inconsistent with the Newtonian concept of force. Better known as misconceptions, three such understandings were examined in this study: motion implies force; impetus dissipation; and velocity, or a change in velocity, is proportional to force. With respect to each misconception, potential gender differences in comprehension were examined by monitoring student thinking during the learning process. To gain insight into the prior knowledge of the learner, selected items from the FCI were administered. These conceptions were then compared with the student's qualitative understanding of each physics principle following classroom instruction thereby characterizing the degree of conceptual change exhibited by the learner. After documenting the student's understanding of a given topic, his or her ability to apply these concepts was explored. Not only were students found to harbor misconceptions that served as obstacles to the learning process, these beliefs proved highly contextual and inconsistently applied. Some misconceptions were more prevalent than others. In addition, students who responded with a given misconception in one context often failed to apply the same belief in a different setting. While this pattern of variability was characteristic of all comparison groups, females were generally more likely to continue employing the motion implies force and impetus dissipation misconceptions following instruction. Perhaps more important than any gender specific trend in student thinking, is the number of individuals who continued to apply misconceptions following instruction. The persistence of the learner's intuitive beliefs has serious implications. More work is needed to establish instructional strategies that promote conceptual change. In addition, the gender differences identified in this study warrant further investigation.

The effectiveness of a stroke educational activity performed by a schoolteacher for junior high school students.

PubMed

Miyashita, Fumio; Yokota, Chiaki; Nishimura, Kunihiro; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Tani, Shoko; Narazaki, Hiroshi; Toyoda, Kazunori; Nakazawa, Kazuo; Minematsu, Kazuo

2014-07-01

The purpose of this study was to determine whether our stroke education system can help junior high school students acquire stroke knowledge when performed by a schoolteacher. A stroke neurologist gave a stroke lesson to 25 students (S group) and a schoolteacher through our stroke education system. After instruction, the schoolteacher performed the same lesson using the same education system to another 75 students (T group). Questionnaires on stroke knowledge were examined at baseline, immediately after the lesson (IL), and at 3 months after the lesson (3M). We analyzed the results of stroke knowledge assessment by linear mixed effects models adjusted for gender and class difference using the student number. We assessed 24 students in the S group and 72 students in the T group. There were no significant differences in the changes of predicted scores of symptoms and risk factors adjusted for gender, class difference, and each student knowledge level until 3M between the 2 groups. Correct answer rates for the meaning of the FAST (facial droop, arm weakness, speech disturbance, time to call 119) at IL were 92% in the S group and 72% in the T group, respectively. At 3M, they were 83% in the S group and 84% in the T group. The correct answer rates of FAST at 3M were not significantly different adjusted for group, gender, class difference, and correct answer rate at IL. A schoolteacher can conduct the FAST message lesson to junior high school students with a similar outcome as a stroke neurologist using our stroke education system. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Prospective study of the participation patterns of Grade 6 and Year 8 students in Victoria, Australia in activities outside of school.

PubMed

McMullan, Sarah; Chin, Rachel; Froude, Elspeth; Imms, Christine

2012-06-01

Positive participation outcomes are deemed the ultimate goal of health care and specifically of occupational therapy. Knowledge of the typical participation patterns of children in Australia will provide essential information to support our understanding of participation and the goal of maximising children's engagement. This study investigated the participation of Grade 6 and Year 8 Victorian students in activities outside school and explored differences between genders and between students in different year levels. Secondarily, we began to establish Australian normative data on the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children. This cross sectional survey methods study recruited students from a random selection of public schools. Participation was measured using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children questionnaires. Participants included 84 (37 female, 47 male) students in Grade 6 (n = 43) and Year 8 (n = 41). Differences between year levels were only evident for participation in Recreational and Active Physical activities. Grade 6 students did more activities, more intensely than Year 8 students, but with no difference in enjoyment. The mean number of Recreational activities done by Grade 6 students was 8.5 (95%CI: 7.9-9.1) compared to Year 8 students 6.9 (95%CI: 6.1-7.7; P = 0.001). Gender differences were evident in the participation patterns within Social, Skill-Based and Self-Improvement activities. The findings suggested that gender was a more important influence on participation patterns than a 2-year age gap, with participation patterns being relatively stable between Grade 6 and Year 8. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

Suicidal behaviours among adolescents in northern Nova Scotia.

PubMed

Wang, JianLi; Hughes, Jean; Murphy, Gail Tomblin; Rigby, Janet A; Langille, Donald B

2003-01-01

To estimate the 12-month prevalence of suicidal behaviours by gender and to investigate the gender-specific factors associated with suicidal behaviours and to describe health service utilization by suicidal adolescents. This was a cross-sectional study. The baseline data of the Adolescent Health Study conducted in northern Nova Scotia were used. Female students were more likely to report suicidal behaviours than male students (p < 0.005). There was no gender difference in injurious suicide attempts. Depression was the strongest risk factor for suicidal behaviours in the two genders (p < 0.005). Female students who reported drug use and living in a non-intact family were at higher risk of suicide attempts. Low self-esteem was positively associated with suicidal ideation and suicide planning among male students. Suicidal girls were more likely to seek professional help for emotional disturbance than boys. Family doctors were the most frequently contacted professional by suicidal adolescents. Some factors associated with suicidal behaviours among adolescents may be gender specific. Suicidal behaviours have been considered a depressive symptom. Most suicidal students, however, had not contacted a health professional for an emotional problem in this population. This presents challenges for prevention of suicidal behaviours among adolescents.

Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity

PubMed Central

Riegle-Crumb, Catherine; Humphries, Melissa

2013-01-01

This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality. PMID:24187437

Mass Communication Course Evaluations: An Exploratory Study on the Effect of Gender.

ERIC Educational Resources Information Center

Lueck, Therese L.; And Others

An exploratory study examined the effect of gender on student evaluation ratings of journalism and mass communication instructors. Subjects were 8 professors (4 male and 4 female) who represented a wide range of teaching experience and taught a total of 243 students (108 women and 135 men) in 10 different types of classrooms. A total of 241…

Gender Observations and Study Abroad: How Students Reconcile Cross-Cultural Differences Related to Gender

ERIC Educational Resources Information Center

Jessup-Anger, Jody E.

2008-01-01

Increasingly, global understanding is part of the core mission of institutions of higher education. Many colleges and universities recognize the need for globally literate citizens to meet the demands of an increasingly interdependent world and see study abroad as a way to develop students' cross-cultural skills. The focus of this study is on…

"It's Not All about Grades": Accounting for Gendered Degree Results in Geography at Brunel University

ERIC Educational Resources Information Center

Smith, Fiona

2004-01-01

This paper explores the results of an 18-month study at Brunel University that aimed to explain the significant gendered differences in academic performance amongst geography students. Male students are doing considerably less well than their female peers, being awarded far fewer first class and upper second class degrees, a phenomenon that cannot…

Family History, Gender, and Eating and Body Image Concerns in University Students Seeking Counseling Services

ERIC Educational Resources Information Center

Cavallini, Adriane Q.; Erekson, David M.; Steinberg, Rachel M.; Clayson, Rachelle A.; Albright, Dallin D.

2018-01-01

Family history events have been shown to be reliable predictors of eating and body image concerns; however, little is known regarding how family history events compare in a clinical sample, or if these events differ by gender. The current study addresses this paucity, focusing on 3,129 university students seeking clinical services. Having a family…

School Effects, Gender and Socioeconomic Differences in Reading Performance: A Multilevel Analysis

ERIC Educational Resources Information Center

Shera, Perparim

2014-01-01

The purpose of this paper is to examine the characteristics of Albanian secondary schools, which are associated with reading achievement and the effects of gender and socio-economic status on reading performance of 15-year-old students. This study used data on the background and achievement of 4,596 students in 181 Albanian schools from the 2009…

Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation

ERIC Educational Resources Information Center

D'Lima, Gabrielle Maria; Winsler, Adam; Kitsantas, Anastasia

2014-01-01

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students…

Gender and Racial Differences: Development of Sixth Grade Students' Geometric Spatial Visualization within an Earth/Space Unit

ERIC Educational Resources Information Center

Jackson, Christa; Wilhelm, Jennifer Anne; Lamar, Mary; Cole, Merryn

2015-01-01

This study investigated sixth-grade middle-level students' geometric spatial development by gender and race within and between control and experimental groups at two middle schools as they participated in an Earth/Space unit. The control group utilized a regular Earth/Space curriculum and the experimental group used a National Aeronautics and…

Changes in How Students Use and Are Called Homophobic Epithets over Time: Patterns Predicted by Gender, Bullying, and Victimization Status

ERIC Educational Resources Information Center

Poteat, V. Paul; O'Dwyer, Laura M.; Mereish, Ethan H.

2012-01-01

This longitudinal study tested for changes in how students used and were called homophobic epithets as they progressed through high school. Boys used and were called these epithets with increased frequency over time, whereas girls reported decreases on both. Distinct gender socialization processes may contribute to these different patterns for…

Examination of the 8th Grade Students' TIMSS Mathematics Success in Terms of Different Variables

ERIC Educational Resources Information Center

Kaleli-Yilmaz, Gül; Hanci, Alper

2016-01-01

The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students…

A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores

ERIC Educational Resources Information Center

Pendleton, Myra

2015-01-01

The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers' perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported…

Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference

NASA Astrophysics Data System (ADS)

Kıran, Dekant; Sungur, Semra

2012-10-01

The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of 1,932 students participated in the study and were administered self-report instruments. Results showed that the relationship between science self-efficacy and its proposed sources does not change as a function of gender. All proposed sources, except for vicarious experience, were found to be significantly related to students' scientific self-efficacy. Moreover, girls were found to experience significantly more emotional arousal and to send positive messages to others more than boys. On the other hand, no gender difference was found concerning science self-efficacy and strategy use. The findings also revealed a positive association between science self-efficacy and strategy use. Overall, findings supported Bandura's conception of self-efficacy and suggested invitations as additional sources of self-efficacy.

Cyberbullying Experience and Gender Differences among Adolescents in Different Educational Settings

ERIC Educational Resources Information Center

Heiman, Tali; Olenik-Shemesh, Dorit

2015-01-01

Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and…

Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary; Wolter, Bjorn; delMas, Robert; Herreid, Clyde F.

2012-01-01

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker…

Bullying and Repeated Conventional Transgressions in Swedish Schools: How Do Gender and Bullying Roles Affect Students' Conceptions?

ERIC Educational Resources Information Center

Thornberg, Robert; Pozzoli, Tiziana; Gini, Gianluca; Hong, Jun Sung

2017-01-01

Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among…

Gender, Ethnicity, and Grade Differences in Perceptions of School Experiences among Adolescents

ERIC Educational Resources Information Center

Ding, Cody; Hall, Alice

2007-01-01

Data from the "Health Behavior in School-Aged Children Study" (Currie, Samdal, Boyce, & Smith, 2001) were used to analyze the differences in perceptions of educational experiences among over 10,000 sixth to tenth graders of different grades, genders, races and ethnicities. The relationships between students' evaluations of their school experiences…

Learning styles of medical students at Taibah University: Trends and implications

PubMed Central

Guraya, Shaista Salman; Guraya, Salman Yousuf; Habib, Fawzia A.; Khoshhal, Khalid I.

2014-01-01

Background: Understanding the learning styles of medical students can drive the institutions to adapt instructional materials to enhance students’ learning of knowledge and skills. This study explored the learning styles of undergraduate medical students, comparing gender variations in terms of their significant preferences. Materials and Methods: A cross-sectional observational study was performed in 2012-2013, incorporating 1st-5th year undergraduate medical students of Taibah University. The instrument used was a Learning Style Questionnaire, with four learning styles (activist, reflector, theorist and pragmatist) and 40 items. Results: Of 450 students, 384 responded (response rate; 85%). No single learning style predominated; 96 (25%) reflectors, 78 (20%) theorists, 68 (17%) pragmatists, and 37 (9%) activists. Combined reflector and theorist was the predominant dual learning style in 27 (7%) students. Among genders, theorist style had a significant result (P = 0.071) indicating that theorists varied among genders due to their different opinions. Learning style preferences of theorists and pragmatists also showed a significant result (P = 0.000 each), depicting that both genders had unique preferences. Males had fewer variations of preferences, when compared with females who showed a significant difference of opinions (P < 0.05). Conclusion: The students in the study preferred diverse learning styles, which were unevenly distributed, reflectors being the most common and activists as the least common. The results reflect the need to promote self-directed learning and modifications of instructional strategies, with expectant tilt in the students’ learning styles towards activists and pragmatists. PMID:25709657

Capturing socially motivated linguistic change: how the use of gender-fair language affects support for social initiatives in Austria and Poland

PubMed Central

Formanowicz, Magdalena M.; Cisłak, Aleksandra; Horvath, Lisa K.; Sczesny, Sabine

2015-01-01

Gender-fair language consists of the symmetric linguistic treatment of women and men instead of using masculine forms as generics. In this study, we examine how the use of gender-fair language affects readers' support for social initiatives in Poland and Austria. While gender-fair language is relatively novel in Poland, it is well established in Austria. This difference may lead to different perceptions of gender-fair usage in these speech communities. Two studies conducted in Poland investigate whether the evaluation of social initiatives (Study 1: quotas for women on election lists; Study 2: support for women students or students from countries troubled by war) is affected by how female proponents (lawyers, psychologists, sociologists, and academics) are referred to, with masculine forms (traditional) or with feminine forms (modern, gender-fair). Study 3 replicates Study 2 in Austria. Our results indicate that in Poland, gender-fair language has negative connotations and therefore, detrimental effects particularly when used in gender-related contexts. Conversely, in Austria, where gender-fair language has been implemented and used for some time, there are no such negative effects. This pattern of results may inform the discussion about formal policies regulating the use of gender-fair language. PMID:26582996

Capturing socially motivated linguistic change: how the use of gender-fair language affects support for social initiatives in Austria and Poland.

PubMed

Formanowicz, Magdalena M; Cisłak, Aleksandra; Horvath, Lisa K; Sczesny, Sabine

2015-01-01

Gender-fair language consists of the symmetric linguistic treatment of women and men instead of using masculine forms as generics. In this study, we examine how the use of gender-fair language affects readers' support for social initiatives in Poland and Austria. While gender-fair language is relatively novel in Poland, it is well established in Austria. This difference may lead to different perceptions of gender-fair usage in these speech communities. Two studies conducted in Poland investigate whether the evaluation of social initiatives (Study 1: quotas for women on election lists; Study 2: support for women students or students from countries troubled by war) is affected by how female proponents (lawyers, psychologists, sociologists, and academics) are referred to, with masculine forms (traditional) or with feminine forms (modern, gender-fair). Study 3 replicates Study 2 in Austria. Our results indicate that in Poland, gender-fair language has negative connotations and therefore, detrimental effects particularly when used in gender-related contexts. Conversely, in Austria, where gender-fair language has been implemented and used for some time, there are no such negative effects. This pattern of results may inform the discussion about formal policies regulating the use of gender-fair language.

Gender Differences in Pathways to Compulsive Buying in Chinese College Students in Hong Kong and Macau.

PubMed

Ching, Terence H W; Tang, Catherine S; Wu, Anise; Yan, Elsie

2016-06-01

Background and aims The addictive nature of compulsive buying implies that mood disturbances, stress, and cognitive biases that underlie compulsive buying might operate in ways similar in both genders. In the current study, we aimed to test hypothetical pathways of mood compensation and irrational cognitions, which may explain compulsive buying tendencies. We also examined potential gender differences in these pathways. Methods Two-hundred and thirty-two male (age: M = 20.30, SD = 1.74) and 373 female Chinese college students (age: M = 19.97, SD = 1.74) in Hong Kong and Macau completed measures assessing compulsive buying, psychological distress, avoidance coping, materialism, and buying-related cognitions. Mediation analyses via a structural equation modeling approach explained by Cheung (2007, 2009) were conducted, with gender as a grouping variable. Results There was a gender difference in the mood compensation pathway; avoidance coping partially mediated the link between psychological distress and compulsive buying severity in females only. On the other hand, the irrational cognitive pathway, in which irrational buying-related cognitions fully mediated the link between materialism and compulsive buying severity, was supported for both genders. There was no gender difference in the extent of mediation within the irrational cognitive pathway, and the mediation effect within the irrational cognitive pathway was larger than that within the mood compensation pathway for both genders. Conclusions Mood compensation processes in compulsive buying might be female specific, and secondary to irrational cognitions, which were gender invariant. Gender-dependent mechanisms and irrational cognitions should be emphasized in compulsive buying treatment.

Gender Differences in Pathways to Compulsive Buying in Chinese College Students in Hong Kong and Macau

PubMed Central

Ching, Terence H. W.; Tang, Catherine S.; Wu, Anise; Yan, Elsie

2016-01-01

Background and aims The addictive nature of compulsive buying implies that mood disturbances, stress, and cognitive biases that underlie compulsive buying might operate in ways similar in both genders. In the current study, we aimed to test hypothetical pathways of mood compensation and irrational cognitions, which may explain compulsive buying tendencies. We also examined potential gender differences in these pathways. Methods Two-hundred and thirty-two male (age: M = 20.30, SD = 1.74) and 373 female Chinese college students (age: M = 19.97, SD = 1.74) in Hong Kong and Macau completed measures assessing compulsive buying, psychological distress, avoidance coping, materialism, and buying-related cognitions. Mediation analyses via a structural equation modeling approach explained by Cheung (2007, 2009) were conducted, with gender as a grouping variable. Results There was a gender difference in the mood compensation pathway; avoidance coping partially mediated the link between psychological distress and compulsive buying severity in females only. On the other hand, the irrational cognitive pathway, in which irrational buying-related cognitions fully mediated the link between materialism and compulsive buying severity, was supported for both genders. There was no gender difference in the extent of mediation within the irrational cognitive pathway, and the mediation effect within the irrational cognitive pathway was larger than that within the mood compensation pathway for both genders. Conclusions Mood compensation processes in compulsive buying might be female specific, and secondary to irrational cognitions, which were gender invariant. Gender-dependent mechanisms and irrational cognitions should be emphasized in compulsive buying treatment. PMID:27156378

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory

NASA Astrophysics Data System (ADS)

Vadapally, Praveen

This study sought to understand the impact of gender and reasoning level on students' perceptions and performances of Predict-Observe-Explain (POE) laboratory tasks in a high school chemistry laboratory. Several literature reviews have reported that students at all levels have not developed the specific knowledge and skills that were expected from their laboratory work. Studies conducted over the last several decades have found that boys tend to be more successful than girls in science and mathematics courses. However, some recent studies have suggested that girls may be reducing this gender gap. This gender difference is the focal point of this research study, which was conducted at a mid-western, rural high school. The participants were 24 boys and 25 girls enrolled in two physical science classes taught by the same teacher. In this mixed methods study, qualitative and quantitative methods were implemented simultaneously over the entire period of the study. MANOVA statistics revealed significant effects due to gender and level of reasoning on the outcome variables, which were POE performances and perceptions of the chemistry laboratory environment. There were no significant interactions between these effects. For the qualitative method, IRB-approved information was collected, coded, grouped, and analyzed. This method was used to derive themes from students' responses on questionnaires and semi-structured interviews. Students with different levels of reasoning and gender were interviewed, and many of them expressed positive themes, which was a clear indication that they had enjoyed participating in the POE learning tasks and they had developed positive perceptions towards POE inquiry laboratory learning environment. When students are capable of formal reasoning, they can use an abstract scientific concept effectively and then relate it to the ideas they generate in their minds. Thus, instructors should factor the nature of students' thinking abilities into their instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.

An Analysis on the Correlation and Gender Difference between College Students' Internet Addiction and Mobile Phone Addiction in Taiwan

PubMed Central

Chiu, Su-Lin

2013-01-01

This study is aimed at constructing a correlative model between Internet addiction and mobile phone addiction; the aim is to analyse the correlation (if any) between the two traits and to discuss the influence confirming that the gender has difference on this fascinating topic; taking gender into account opens a new world of scientific study to us. The study collected 448 college students on an island as study subjects, with 61.2% males and 38.8% females. Moreover, this study issued Mobile Phone Addiction Scale and Internet Addiction Scale to conduct surveys on the participants and adopts the structural equation model (SEM) to process the collected data. According to the study result, (1) mobile phone addiction and Internet addiction are positively related; (2) female college students score higher than male ones in the aspect of mobile addiction. Lastly, this study proposes relevant suggestions to serve as a reference for schools, college students, and future studies based on the study results. PMID:25938115

An Analysis on the Correlation and Gender Difference between College Students' Internet Addiction and Mobile Phone Addiction in Taiwan.

PubMed

Chiu, Shao-I; Hong, Fu-Yuan; Chiu, Su-Lin

2013-01-01

This study is aimed at constructing a correlative model between Internet addiction and mobile phone addiction; the aim is to analyse the correlation (if any) between the two traits and to discuss the influence confirming that the gender has difference on this fascinating topic; taking gender into account opens a new world of scientific study to us. The study collected 448 college students on an island as study subjects, with 61.2% males and 38.8% females. Moreover, this study issued Mobile Phone Addiction Scale and Internet Addiction Scale to conduct surveys on the participants and adopts the structural equation model (SEM) to process the collected data. According to the study result, (1) mobile phone addiction and Internet addiction are positively related; (2) female college students score higher than male ones in the aspect of mobile addiction. Lastly, this study proposes relevant suggestions to serve as a reference for schools, college students, and future studies based on the study results.

Hit, Robbed, and Put Down (but not Bullied): Underreporting of Bullying by Minority and Male Students.

PubMed

Lai, Tianjian; Kao, Grace

2018-03-01

To tackle adolescent bullying and identify students most vulnerable to being bullied, it is essential to examine both occurrences of bullying behaviors and students' own likelihoods of reporting bullying. This study examines ethnic and gender differences in students' odds of reporting bullying using the Education Longitudinal Study of 2002, a nationally representative study of United States high school sophomores (N = 15,362; ages 15-19; 50.2% female). Compared to White and female students, minority (particularly Black and Hispanic) and male students report comparable or greater experiences of bullying behaviors (such as being threatened, hit, put down by peers, or having belongings forced from them, stolen or damaged), but are less likely to report that they have been "bullied." These findings point to racialized and gendered differences in reporting bullying experiences such that indicators of "weakness" in peer relations may carry a greater stigma for minority and male students.

Knowledge, Attitude and Practice of Self-Medication Among Basic Science Undergraduate Medical Students in a Medical School in Western Nepal.

PubMed

Gyawali, Sudesh; Shankar, P Ravi; Poudel, Phanindra Prasad; Saha, Archana

2015-12-01

Studies have shown self-medication to be common among medical students. These studies are however, few in Nepal. The present study assessed knowledge, attitude, and practice of self-medication among second and fourth semesters' undergraduate medical students and studied differences in knowledge and attitude (if any) among different subgroups of the respondents. A cross-sectional survey was conducted using a questionnaire among basic science medical students of Manipal College of Medical Sciences, Nepal. Semester of study, gender, age, nationality, and the profession of their parents were noted. Students' knowledge and attitude about self-medication was studied by noting their degree of agreement with a set of 40 statements using a Likert-type scale. The average scores and frequency of occurrence of particular behaviors among different categories of respondents were compared using appropriate statistical tests. Two hundred and seventy-six of the 295 (93.6%) students participated. The mean (SD) knowledge, attitude, and total scores were 74.54 (6.92), 67.18 (5.68), and 141.73 (10.76) with maximum possible scores 100, 100 and 200, respectively. There was no significant difference in scores according to respondents' gender, age, and the profession of their parents. However, the mean knowledge, attitude and total scores were significantly different among students of different nationalities. Mean scores of fourth semester students were significantly higher compared to second semester students. There were differences in knowledge and total scores among students of different nationalities. Eighty two percent of respondents had self-medicated during the one year period preceding the study; 149 respondents (54%) shared that previous experience with the medicine was one of the information sources for self-medication. Prevalence of self-medication among respondents according to semester of study, gender, age, and profession of the parents was not significantly different. The use of self-medication was more common among Sri Lankan respondents compared to Nepalese. Painkillers (73.2%), antipyretics (68.8%), and antimicrobials (56.2%) were most commonly used for self-medication. Students' knowledge and attitude about self-medication is good. The prevalence of self-medication among medical students was high.