数学成就的性别差异

数学成就的性别差异是多年来广受关注的问题。长期以来人们多关注男性、女性数学成就水平的高低, 而近年来研究结果一方面揭示出总体上男性和女性数学成就的平均水平差异很小, 呈现出相似性多于差异性的特点; 同时也显示男性内部变异比女性更大, 男性在高数学成就者中占多数。数学成就性别差异的大小和方向受到评分系统、测验组织形式、测验内容和难度的影响。数学成就性别差异的形成是心理、生物、社会文化等方面多因素综合作用的结果。近期研究探讨了年龄、遗传和进化、激素和脑、刻板印象威胁、社会性别公平和时代等因素在数学成就性别差异的形成中的作用。未来对数学成就性别差异的研究应注意开展追踪研究, 关注低数学能力者, 进一步探讨复杂数学加工机制的性别差异, 建立数学成就性别差异形成机制的综合模型, 并在更广阔的社会文化背景下开展研究。     

The relationship of supervisor and trainee gender match and gender attitude match to supervisory style and the supervisory working alliance

Background: Gender‐related events have the potential to impact the supervisory relationship. Gender events might be related to the match between supervisors and supervisees on variables such as gender or gender attitudes. Method: In this study, we sought to determine whether gender match and gender attitude match were related to supervisory style and the supervisory working alliance in 94 supervisory dyads using four instruments: the Gender Attitude Inventory; Operationalisation of Gender Match; Supervisory Styles Inventory; and the Working Alliance Inventory/Supervision. Results: Progressive dyads (in which supervisors have more liberal attitudes about societal issues and culturally defined roles for women than their supervisees) were perceived by supervisors as more task‐oriented than parallel‐high dyads (in which supervisors and supervisees both had liberal attitudes). Implications for counselling supervision are discussed.     

A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This article provides a critical review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. The authors present a speculative peer-socialization model based on this review in which the implications of these sex differences for girls' and boys' emotional and behavioral development are considered. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, the authors present recent research testing certain model components and propose approaches for testing understudied aspects of the model.     

Gender differences in subjective well-being, self-esteem and psychosocial functioning in adolescents with symptoms of anxiety and depression: findings from the Nord-Trøndelag Health Study

Derdikman‐Eiron, R., Indredavik, M. S., Bratberg, G. H., Taraldsen, G., Bakken, I. J. & Colton, M. (2011). Gender differences in subjective well‐being, self‐esteem and psychosocial functioning in adolescents with symptoms of anxiety and depression: Findings from the Nord‐Trøndelag health study. Scandinavian Journal of Psychology52, 261–267. Gender differences in the prevalence of symptoms of anxiety and depression during adolescence are well documented. However, little attention has been given to differences in subjective well‐being, self‐esteem and psychosocial functioning between boys and girls with symptoms of anxiety and depression. The aim of this study was to investigate gender differences in the associations between such symptoms and subjective well‐being, self‐esteem, school functioning and social relations in adolescents. Data were taken from a major population‐based Norwegian study, the Nord‐Trøndelag Health study (HUNT), in which 8984 (91% of all invited) adolescents, aged 13–19 years, completed an extensive self‐report questionnaire. Although prevalence rates of symptoms of anxiety and depression were higher in girls than in boys, a significant interaction between gender and symptoms of anxiety and depression was found in respect of each of the following outcome variables: subjective well‐being, self‐esteem, academic problems, frequency of meeting friends and the feeling of not having enough friends. These interactions indicate that the associations between symptoms of anxiety and depression and lower subjective well‐being and self‐esteem, more academic problems in school and lower social functioning were stronger for boys than for girls. Our findings may contribute to an earlier assessment and more efficient treatment of male adolescent anxiety and depression.     

The relation of gender-role orientation to sexual experience among college students

This study examined the relations of gender and three aspects of gender roles — self concept, behavior, and sexual attitudes — to three aspects of sexual behavior — sexual experience, reasons for intercourse, and contraceptive use. Gender was strongly related to all three aspects of sexual behavior. For both men and women, sex role behaviors were related to sexual experience and to reasons for intercourse, but not to contraceptive use, and sex role self-concept was unrelated to any of the aspects of sexual behavior. The results indicate that sexual behavior is influenced both by societal gender role norms and by individual differences in the acceptance of those norms.     

Gender and leadership emergence: A meta‐analysis and explanatory model

Research has shown that men tend to emerge as leaders more frequently than women. However, societal role expectations for both women and leaders have changed in the decades since the last empirical review of the gender gap in leader emergence (Eagly & Karau, 1991). We leverage meta‐analytic evidence to demonstrate that the gender gap has decreased over time, but a contemporary gap remains. To understand why this gap in leader emergence occurs, we draw on social role theory to develop a Gender‐Agency/Communion‐Participation (GAP) Model—an integrative theoretical model that includes both trait and behavioral mechanisms. Specifically, we examine a sequence of effects: from gender to agentic and communal personality traits, from these traits to behavioral participation in group activities, and ultimately from participation to leader emergence. The model is tested using original meta‐analyses of the personality and behavioral mechanisms (coding 1,632 effect sizes total). Gender differences in leadership emergence are predominately explained by agentic traits (positive) and communal traits (negative), both directly and through the mechanism of participation in group discussions. In addition, several paths in the theoretical model are moderated by situational contingencies. Our study enhances knowledge of the mechanisms and boundary conditions underlying the gender gap in leader emergence.     

Characteristics of the standard and supplemental batteries of the Woodcock-Johnson Tests of Cognitive Ability-Revised with a college sample

The present investigation examined the characteristics of the Woodcock-Johnson Tests of Cognitive Ability-Revised (WJTCA-R) with an independent college sample (N = 121). Gender and order effects were examined for the 14 WJTCA-R subtests that contribute to the Extended Battery. In addition, the relationship between the standard scores obtained on the Standard and Supplemental Batteries was examined to determine whether they represent alternate forms of the WJTCA-R. Significant differences existed in subtest performance based on the order in which the Standard and Supplemental Batteries were administered. Gender differences also existed on the Visual Matching, Picture Vocabulary, and Cross Out subtests. Finally, the coefficient of equivalence for the Standard and Supplemental Batteries approached significance when the administration of the Standard Battery followed the Supplemental Battery, but fell far short of the criterion suggested by Crocker and Algina (1986) when administration of the Standard Battery proceeded the Supplemental Battery, the standardized administration.     

Gender,residual deviance,and social control

Focusing on gendered aspects of informal social control, we use a societal reaction approach to examine 15 years of students’ gender norm violation projects. Three predictions regarding differential reaction to women's and men's residual deviance are (a) that there will be no gender differences, (b) that those with less power and status (women) will be sanctioned more or (c) that those with more status resources (men) will be monitored and reacted to more. We discuss methodological advantages of using norm violations to study informal social control. Findings contribute to a more complete theory of how societal reactions to residual deviance are mediated by gender. There were large gender differences in what students chose to do regarding norm violations and little change over time. Male “deviants” were censured more in terms of negativity, strength of reaction, laughter, and homophobia; female “deviants” were censured more as targets of verbal and sexual remarks. We discuss the need for more attention to gender‐specific types of reaction and the role of homophobia in informal social control of men.     

Gender Differences in the Social Functioning of Adolescents with Inflammatory Bowel Disease

Inflammatory bowel disease (IBD) has been associated with social difficulties. Boys with IBD may have increased risk for social problems due to delayed growth and puberty, but gender differences in social functioning have not been investigated. This study examined gender differences in multiple areas of social functioning for adolescents with IBD compared to healthy adolescents. Participants were 92 adolescents 11-17?years (50 with IBD, 42 healthy) and parents who completed questionnaires assessing social functioning. IBD was associated with poorer social functioning in the areas of social competence and social problems. Boys with IBD had worse social competence, with no gender differences for social problems. Gender predicted the use of social contact as a coping strategy, but no significant group differences were found for other areas of social functioning. Adolescents with IBD experience significant social difficulties in some areas, and boys are at risk for poor social competence. However, previously reported social difficulties may not extend to all areas of social functioning.     

Involvement in Meaningful Activities and Self-Reported Aggression and Delinquency Among Inner-City Teenagers

Ninth grade students from an inner-city high school (n = 163) completed self-report measures assessing their participation in meaningful activities, behavioral problems, and locus of control. In multivariate analyses, Gender × Activity Level interaction effects were shown: males with higher levels of meaningful activity had significantly lower scores on aggression and delinquent behavior subscales than males with lower levels of meaningful activity. However, this relationship was not shown for females. Of youth who reported clinically significant levels of aggression and/or delinquency, females reported significantly higher levels of meaningful activities than males. Gender differences in findings and future research directions are discussed.     

Gender differences in cardiovascular and hypothalamic-pituitary-adrenal axis responses to psychological stress in healthy older adult men and women

Gender differences in the neuroendocrine and cardiovascular response to psychological stress may contribute to the gender differences in the prevalence of diseases associated with hypothalamic-pituitary-adrenal (HPA) axis reactivity such as cardiovascular disease (CVD), diabetes and hypertension. We measured plasma ACTH, cortisol, heart rate (HR), and blood pressure (BP) responses in 8 men and 8 women (55-75 years) exposed to the Matt Stress Reactivity Protocol (MSRP), a psychological challenge. The MSRP elicited significant increases in HR, systolic-, and diastolic BP, ACTH and cortisol (all p<0.01). Men had significantly greater cortisol and diastolic BP responses compared to women (p<0.05). Additionally, a positive correlation between the ACTH and cortisol responses was only found in the males (r=0.71, p<0.05). There were no group differences in HR, systolic BP, or ACTH responses. We conclude, that among older adults, men respond to psychological stress with greater increases in cortisol, compared to women. This greater activation of the HPA axis could translate into an elevated risk for CVD, diabetes and hypertension and may be related to the higher prevalence of these diseases in males. Gender differences in brain structures and/or cognitive processes may be responsible for these sexually dimorphic stress responses.     

Developmental and gender differences in anonymous support-seeking: Analysis of data from a community help line for children

Calls to a community help line for children were analyzed for developmental and gender trends in support-seeking during middle childhood. Results indicated that between the ages of 10 and 11 the nature of help-seeking by callers changed, with a shift toward more informational support-seeking and concern regarding interpersonal problems. This shift was particularly dramatic for girls. Gender differences in the type of support sought (informational vs. instrumental) were slight. Parallels with other studies of stress and coping in children are drawn.     

Gender differences in self-conscious emotional experience: A meta-analysis

The self-conscious emotions (SCE) of guilt, shame, pride, and embarrassment are moral emotions, which motivate adherence to social norms and personal standards and emerge in early childhood following the development of self-awareness. Gender stereotypes of emotion maintain that women experience more guilt, shame, and embarrassment but that men experience more pride. To estimate the magnitude of gender differences in SCE experience and to determine the circumstances under which these gender differences vary, we meta-analyzed 697 effect sizes representing 236,304 individual ratings of SCE states and traits from 382 journal articles, dissertations, and unpublished data sets. Guilt (d = -0.27) and shame (d = -0.29) displayed small gender differences, whereas embarrassment (d = -0.08), authentic pride (d = -0.01), and hubristic pride (d = 0.09) showed gender similarities. Similar to previous findings of ethnic variations in gender differences in other psychological variables, gender differences in shame and guilt were significant only for White samples or samples with unspecified ethnicity. We found larger gender gaps in shame with trait (vs. state) scales, and in guilt and shame with situation- and scenario-based (vs. adjective- and statement-based) items, consistent with predictions that such scales and items tend to tap into global, nonspecific assessments of the self and thus reflect self-stereotyping and gender role assimilative effects. Gender differences in SCE about domains such as the body, sex, and food or eating tended to be larger than gender differences in SCE about other domains. These findings contribute to the literature demonstrating that blanket stereotypes about women's greater emotionality are inaccurate. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Gender and Age Differences in Social Skills Among Children with ADHD: Peer Problems and Prosocial Behavior

Abstract

Gender differences in peer problems and prosocial behavior among children with attention-deficit hyperactivity disorder (ADHD) were examined. Parents and teachers rated social functioning on the Strengths and Difficulties Questionnaire (SDQ) among 592 children (age 5–10?years) with ADHD and among 215 children (age 6–10?years) in a community sample. Results in the clinical group revealed significant interaction effects where older boys showed fewer peer problems than younger boys, but older girls had similar peer problems as younger girls. Teachers reported less prosocial behavior among younger girls than older girls. No gender differences in social problems emerged for the nonclinical comparison group.     

Becoming Generative: Socializing Influences Recalled in Life Stories in Late Midlife

Through content analysis of adult autobiographies, this study explored possible developmental antecedents of generativity—an adult’s commitment to caring for and contributing to the well-being of future generations. A sample of 158 African-American and Euro-American adults in their late 50s completed self-report measures of generativity and various forms of societal engagement, and then each participant was interviewed in depth to tell the story of his or her life. Replicating past studies, generativity was positively associated with current political and civic engagement and with involvement in religious institutions. For the entire sample, high levels of generativity were predicted by narrative accounts of positive socializing influences coming from the family, teachers and mentors, the education system, and other valued societal institutions. Among the African-American subsample, however, socioeconomic status trumped these positive socializing influences as a strong statistical predictor of generativity, even as African-Americans scored higher than Euro-Americans on both generativity and positive socializing influences. Gender differences also emerged. The results suggest that both social class and positive socializing influences from individuals and institutions may shape generativity for midlife American adults and that these developmental relationships may differ as a function of race/ethnicity and gender.     

Invasion of Ukraine: Observations on Leader-Followers Relationships

This paper illustrates how and when the personality characteristics of a political leader can initiate and/or become intertwined with societal and political processes. We are not suggesting that “real world” issues and secondary process calculations are not important or should be discarded in favor of psychological considerations. Instead, we suggest that psychoanalysts and psychodynamically informed mental health professionals can contribute to a more complete analysis of political or societal processes and the personalities of leaders who play major roles in them. Only through such interdisciplinary work can we fully understand the complex and intertwined nature of the crucial events that shape political leaders’ internal and external worlds.

     

Self-reported competences and problems in Spanish adolescents: a normative study of the YSR

The aim of the study was to provide a standardization of self-reported competences and emotional/behavioural problems in Spanish adolescents, using the Achenbach's Youth Self-Report (YSR), and to compare our results to those from other countries. The YSR was completed by 2822 adolescents aged 11-18 years, recruited from secondary schools in two regions of Spain. There were significant differences in Total behaviour problems and in most problem scales in boys and girls, scoring boys higher on externalizing syndromes, whereas girls score higher on internalizing syndromes . Males' mean scores were higher than females' scores for social competence. Age effects also showed significant differences with respect to internalizing problems, thought problems, social problems and depression. Cut-off points based on the 90th and 98th percentile developed from this sample are presented for the competences and the problem scales. To test the overall range of variations across cultures, comparisons were made between broad band and narrow band measures of the YSR in Spanish adolescents and those from other countries. Gender differences in the YSR were similar to those found across different cultures; there is a consistent trend to increase behavioural problems with age; and social competence seem to be a relevant protective factor against behavioural problems.     

How Undergraduate Engineering Students Perceive Women’s (and Men’s) Problems in Science, Math and Engineering

This paper compares perceptions of problems for women and men in the fields of science, math, and engineering among undergraduate engineering students surveyed at a mid-Atlantic American university over a period of 5 years. Gender differences in these perceptions are analyzed, as are changes in these perceptions over the course of the undergraduate years. Undergraduate exposure to female role models in these fields has little impact on these perceptions, but exposure to professional engineering experiences reduces the seriousness with which some problems are perceived, especially by women. While perceived problems do not seem to be related to engineering self-confidence, they are related to men’s satisfaction with engineering, and to women’s intentions to persist in the engineering field after graduation.     

Gender Differences in Healthcare Utilization: The Mediating Effect of Utilization Propensity

To evaluate the mediating effect of utilization propensity (UP) on gender differences in healthcare utilization (HCU), a representative sample of the German general population (N = 2,510) was assessed with questionnaires. Gender differences in HCU, UP, and the mediating effect of UP were investigated using regression analyses. UP was significantly associated with HCU. The explanatory power of gender for UP, and of UP for HCU was prevailingly weak. UP had a mediating effect on gender differences in HCU, but the effect was very small. This is partly attributable to common problems in the prediction of behavior by attitudes and the operationalization of UP.     

Gender ratio,societal culture,and male and female leadership

Top management teams are worldwide largely composed of men, with relatively few female members. The gender ratio in top management is indicative of the position of women in management within the organization, as well as related to leadership behaviours of male and female managers. In the present study, the relative importance of societal culture, organizational, and individual characteristics in explaining leadership behaviours and the associations of gender and gender ratio with leadership behaviours are studied. Hypotheses are tested with multi‐level analyses using a dataset with information from subordinates rating leadership behaviours of 12,546 managers in 437 organizations in 32 countries. The results show that in a three‐level model (i.e., societal, organizational, and individual level) to explain leadership behaviours, differences in leadership behaviours are predominantly explained by individual differences, followed by organizational and societal differences. Further, after controlling for societal influences, a higher gender ratio (relatively more female managers), was positively associated with consideration and negatively related to initiating structure. Moreover, for male managers, there was a negative association between gender ratio and initiating structure, indicating that male managers in organizations with more female managers tend to engage less in initiating structure, whereas the leadership behaviours of female managers were not associated with the gender ratio.