Men's and women's self-confidence in persuasive,comforting, and justificatory communicative tasks

The self-confidence of men and women was assessed in three types of interpersonal communicative situations. Participants indicated anticipated level of success, evaluated their performance, and assessed the extent to which the outcome was due to ability and to effort. The most striking finding was higher self-confidence in women than in men in comforting tasks. No difference emerged in level of self-confidence between men and women in persuasive tasks. Men tended to anticipate more success in justifying decisions, but following their performance, did not rate either the quality of the performance or their ability higher than did women.     

Adaptive automation, trust, and self-confidence in fault management of time-critical tasks

An experiment on adaptive automation is described. Reliability of automated fault diagnosis, mode of fault management (manual vs. automated), and fault dynamics affect variables including root mean square error, avoidance of accidents and false shutdowns, subjective trust in the system, and operator self-confidence. Results are discussed in relation to levels of automation, models of trust and self-confidence, and theories of human-machine function allocation. Trust in automation but not self-confidence was strongly affected by automation reliability. Operators controlled a continuous process with difficulty only while performing fault management but could prevent unnecessary shutdowns. Final authority for decisions and action must be allocated to automation in time-critical situations.     

Self-esteem, self-confidence, anxiety and claimed self-handicapping: A mediational analysis

Objectives

The purpose of the present study was to examine the mediational role of self-confidence and anxiety in the relationship between self-esteem and claimed self-handicapping in an achievement context.

Design

To test this mediational role, the three-step procedure advocated by Baron and Kenny (1986) was used.

Method

After hearing and reading about specific conditions of performing that were intended to favor invoking excuses for future poor performance, 68 competitive basketball players completed measures of self-esteem, anxiety (cognitive and somatic), self-confidence, and claimed self-handicapping. Then, they warmed-up and carried out a basketball task.

Results

Self-esteem negatively predicted cognitive anxiety and positively predicted self-confidence. In turn, self-confidence negatively predicted claimed self-handicapping and mediated the relationship between self-esteem and claimed self-handicapping. Cognitive and somatic anxieties did not mediate the relationship between self-esteem and claimed self-handicapping. Together, these results suggest that individuals with low self-esteem use more claimed self-handicaps because they have lower self-confidence.

Conclusion

These findings shed light on the psychological processes that lead people with low self-esteem to use strategies of claimed self-handicaps.     

The roles of fatalism, self-confidence, and intellectual resources in the disablement process in older adults

In this study, the authors examined the relations between 3 psychological variables-fatalism, self-confidence, and intellectual resources-and the subsequent development of illness and disability 20 years later in an adult sample. Results indicated that greater fatalism, assessed in 1974, predicted greater difficulty in everyday cognitive tasks as well as illness in 1994. Higher self-confidence in 1974 was associated with lesser degrees of cognitive and fine motor difficulty in 1994. Greater intellectual resources in 1974 (a combination of intellectual flexibility and education) predicted less cognitive and gross motor difficulty as well as lesser degrees of illness in 1994. Some of these relations were stronger for older than for middle-aged individuals. Results are discussed in the context of models of the disablement process.     

Endogenous testosterone concentration, mental rotation, and size of the corpus callosum in a sample of young Hungarian women

In the present study brain laterality, hemispheric communication, and mental rotation performance were examined. A sample of 33 women were tested for a possible linear relationship of testosterone level and mental rotation with structural background of the brain. Subjects with a smaller splenial area of corpus callosum tended to have lower levels of testosterone (r =.37, p<.05). However, there were no significant differences in mean scores of mental rotation of object and hand between groups with high and low levels of testosterone. There was a significant difference in relative size of the 6th area (slice) of the corpus callosum between groups with good and poor scores on mental rotation of an object and also in relative size of the 4th and 5th slices of the corpus callosum between groups on mental rotation of the hand. The good and poor scorers' show different relations with the measures of the corpus. The mental rotation of hand was associated with the parietal areas of the corpus callosum, while the mental rotation of object was associated only with the occipital area. These observations suggest that higher testosterone levels may be associated with a larger splenial area, which represents an important connection between the parieto-occipitocortical areas involved in activation of mental images. Further srudy is encouraged.     

Athletic self-concept and mathematics achievement in girls

Several researchers have suggested that girls' mathematics performance may be mediated by an assertive sex role or "masculine interest." The present study made the assumption that girls' athletic self-confidence reflects "masculine interest" so girls' test scores for perceived athletic competence would be related to their mathematics achievement scores. A total of 207 boys and girls in Grades 4, 5, and 6 were tested for their perceived athletic ability using the Athletic Competence subscale of Harter's 1985 Self-perception Profile, and these scores were correlated with their mathematics achievement as measured on the Metropolitan Achievement Test and term grades. A low but significant correlation with Athletic Competence scores was found for girls on both measures of mathematics achievement. Although boys scored higher on the Athletic Competence subscale, there were no sex differences on either measure of mathematics achievement. Results are discussed in terms of both sex-role theory and cognitive development.     

What you don't know can hurt you: The effects of performance criteria ambiguity on sex differences in self-confidence1

Previous investigators have suggested that women display lower self-confidence than men across almost all achievement situations. The empirical validity of this suggestion is assessed in an experiment testing the hypothesis that performance evaluation guidelines moderate sex difference in self-confidence. Undergraduates read the guidelines by which their performance on an impending test would be evaluated. Guidelines were: ambiguous (A); clear—specifying the dimensions of performance to be examined, but not providing any examples of others' performance against which subjects' work would be compared (C); or clear with performance examples (CE). Subjects then completed the test and estimated how will they had done. Results showed the predicted pattern in conditions A and C: While women underestimated their actual performan?e much more than men when guidelines were ambiguous, they did not do so when guidelines were clear. Further, the rise in self-confidence for women from conditions A to C was greater than that for men. Also as predicted, both sexes' self-confidence and performance were higher in condition C than in condition A. Finally, although condition CE was expected to depress only women's self-confidence and performance, both sexes showed this effect. It is concluded that sex differences in self-confidence are moderated by situation variables and that programs designed to reduce such differences might be improved by a greater focus upon women's response to clearly specifiable factors in achievement settings.     

Relationship between self-confidence and sex role identity among managerial women and men.

The self-confidence and sex role identities of 437 American female and male managers were examined by using three subscales of the Adjective Check List. Results showed that, contrary to stereotypes and older research, female and male managers were strikingly similar. Women and men with cross-sex role identities showed lower levels of self-confidence than those did with androgynous orientations; high self-confidence was linked with masculine and androgynous orientations. The managers were not significantly different in self-confidence when demographic variables and sex role identity were held constant. Sex role identity (but not gender) was a major factor in the level of self-confidence.     

When I think of you, I feel more confident about me: The relational self and self-confidence

Although much research has demonstrated the existence of relationship specific relational selves, the effects of those selves on feelings about the overall self-concept are unknown. The current research proposed that level of relational interdependent self-construal moderates the relationship between the activation of close relationship partners and self-confidence. The first study examined self-construal as a naturally occurring personality variable, whereas the second study manipulated self-construal. Both studies supported the hypothesis that those greater in relational interdependence experience greater self-confidence when close others are salient whereas those lower in relational interdependence experience lower self-confidence. The implications of the findings and linkages to past research are discussed.     

The effects of testosterone on cognition in elderly men: a review

In this article, the literature examining the relationship between testosterone and various cognitive domains in elderly men is reviewed. The review focuses on the role of endogenous testosterone levels and the effects of androgen depletion and replacement. The cognitive domains most commonly linked to testosterone include memory and visuospatial function. Indeed, the literature suggests that in certain conditions (ie, hypogonadism, cognitive impairment) testosterone levels may be significantly associated with memory and visuospatial function, but not other cognitive functions. Studies with larger sample sizes and more sensitive cognitive measures are indicated, as questions remain about the potential role of testosterone as a cognitive enhancer.     

Low- and high-testosterone individuals exhibit decreased aversion to economic risk

Testosterone is positively associated with risk-taking behavior in social domains (e.g., crime, physical aggression). However, the scant research linking testosterone to economic risk preferences presents inconsistent findings. We examined the relationship between endogenous testosterone and individuals' economic preferences (i.e., risk preference, ambiguity preference, and loss aversion) in a large sample (N = 298) of men and women. We found that endogenous testosterone levels have a significant U-shaped association with individuals' risk and ambiguity preferences, but not loss aversion. Specifically, individuals with low or high levels of testosterone (more than 1.5 SD from the mean for their gender) were risk and ambiguity neutral, whereas individuals with intermediate levels of testosterone were risk and ambiguity averse. This relationship was highly similar in men and women. In contrast to received wisdom regarding testosterone and risk, the present data provide the first robust evidence for a nonlinear association between economic preferences and levels of endogenous testosterone.     

Verbal aggressiveness and state anxiety of volleyball players and coaches

The purpose of the present study was to examine the relation of verbal aggressiveness and state anxiety (somatic, cognitive, and self-confidence) in sports settings based on the ratings by volleyball coaches and their athletes. The sample consisted of volleyball athletes (n=208; 98 men and 110 women) and their coaches (n=20; 16 men and 4 women). Analysis showed that male volleyball players rated somatic anxiety higher and were more affected by the verbal aggressiveness of their coaches than female volleyball players. No mean differences were significant for male and female coaches on somatic or cognitive anxiety, self-confidence, or verbal aggressiveness. Also, correlation between subscale scores for male and female volleyball players and coaches was found. The correlations of verbal aggressiveness with self-confidence and anxiety were positive for these athletes, leading them to better behavior. This relationship needs further examination in sport settings.     

Endocrine, cardiovascular, and psychological correlated of olfactory sensitivity changes during the human menstrual cycle

Signal detection measures olfactory sensitivity (d') and measures of blood pressure, heart rate, body temperature, nasal airflow, and respiration rate were repeatedly established within approximately 2.5-hr test sessions held every other day across 17 menstrual cycles of women not taking oral contraceptives, 6 menstrual cycles of women taking oral contraceptives, and 6 equivalent time periods of three men. In addition, radioimmunoassay-determined serum levels of luteinizing hormone, follicle stimulating hormone, estrone, estradiol, progesterone, and testosterone, as well as responses to the Moos Menstrual Distress Questionnaire (MDQ), were established daily or bidaily throughout the study periods. Peaks in olfactory sensitivity were noted during the second half of menses, midcycle, and midluteally in women taking and in women not taking oral contraceptives. The lack of correlation between the fluctuations in d' and the circulating hormone levels in the group using oral contraceptives suggests factors other than gonadal hormones were responsible for these changes. Significant fluctuations were also noted across the cycle phases of the normally cycling women for all the hormones examined, as well as for body temperature, nasal airflow, and the MDZ Water Retention and Pain Scales. In the oral contraceptive group, very small but statistically significant changes were observed across the cycle in body temperature and in circulating levels of luteinizing hormone and estrone. Interrelations between a number of the variables were noted both within and across the test periods in all three subject groups. The results are discussed in relation to fluctuations reported in a number of sensory systems during the menstrual cycle.     

The role of sex hormones and of 2D:4D ratio in individual differences in cognitive abilities

The present study aimed at investigating the role of sex hormones in individual differences in cognitive abilities. This was achieved by a combination of two methods, reflecting 2 critical periods of hormonal secretion: prenatal, based on the 2D:4D ratio, and postnatal, based on circulating hormone levels. Both methods were tested in 39 men and 41 women, who completed a battery of 6 cognitive tasks. Results showed significant sex differences on the mental rotation task, with men outperforming women. A positive correlation was found between testosterone and performance on the mental rotation task for the combined sample (men and women). A significant interaction was found between sex and estrogen on mental rotation task. Findings also revealed a significant interaction between sex and right hand 2D:4D ratio on different memory tasks. Findings regarding between- and within-sex differences in cognition are discussed in light of the organisational and activational effects of sex hormones.     

Self-confidence of managers in work and social situations: A look at gender differences

This study examined gender differences in self-confidence among working managers in two situations (work and social/family) as well as relationships between self-confidence, personal adjustment, and gender identity. Respondents were 437 women and men managers (208 men and 229 women) in southeast Florida. Although the sample was predominantly non-Hispanic white, an effort was made to include as many as possible Hispanic and black managers of both genders. Meaningful subgroup analysis was not possible, however, due to the small number of minority managers. Results showed that contrary to commonly held beliefs, the women and men managers were not significantly different in self-confidence in either situation, but both were higher in self-confidence at work than the same gender was in the social/family environment. Strong gender identity—either masculine or feminine—was associated with self-confidence at work for both genders, as was high personal adjustment. Implications are discussed.     

The Effects of Gender,Education, and Personal Skills Self-Confidence on Income in Business Management

A pay disparity between men and women persists,especially in the higher echelons of the business world.This study investigates whether salaries in the businessmanagement field are affected by gender, hours worked, SAT score, college selectivity,college grades, an undergraduate degree in business,graduate degree attainment, leadership self-confidence,and social self-confidence. The sample consists of 941 men and women employed in businessmanagement; approximately 8% of this group are racialminority members. As anticipated, hours worked, collegeselectivity, college grades, a graduate degree, and leadership self-confidence are determinants ofincome. Most important is the finding that aftercontrolling for hours worked, education background, andself-confidence in personal skills, men still receive higher salaries than women.     

Precompetitive anxiety and self-confidence in athletes with disability

This study examined the precompetition temporal patterning of competitive anxiety components in 42 athletes with disability who participated at the national level and at the national trials for the Paralympic Games in a variety of sports. All subjects completed a modified version of the Competitive State Anxiety Inventory-2 which measures intensity and direction of the competitive anxiety response on three occasions before competition (1 wk., 2 hr., and 20 min.). Analysis suggested that for cognitive and somatic dimensions athletes with disabilities show a similar precompetition anxiety response to athletes without disability. However, there appear to be some differences, particularly in the intensity of self-confidence, as athletes with disability reported a reduction of self-confidence just prior to competition.     

Maternal self-confidence during the first four months postpartum and its association with anxiety and early infant regulatory problems

Maternal self-confidence has become an essential concept in understanding early disturbances in the mother-child relationship. Recent research suggests that maternal self-confidence may be associated with maternal mental health and infant development. The current study investigated the dynamics of maternal self-confidence during the first four months postpartum and the predictive ability of maternal symptoms of depression, anxiety, and early regulatory problems in infants. Questionnaires assessing symptoms of depression (Edinburgh Postnatal Depression Scale), anxiety (State-Trait Anxiety Inventory), and early regulatory problems (Questionnaire for crying, sleeping and feeding) were completed in a sample of 130 women at three different time points (third trimester (T1), first week postpartum (T2), and 4 months postpartum (T3). Maternal self-confidence increased significantly over time. High maternal trait anxiety and early infant regulatory problems negatively contributed to the prediction of maternal self-confidence, explaining 31.8% of the variance (R = .583, F_3,96 = 15.950, p < .001).Our results emphasize the transactional association between maternal self-confidence, regulatory problems in infants, and maternal mental distress. There is an urgent need for appropriate programs to reduce maternal anxiety and to promote maternal self-confidence in order to prevent early regulatory problems in infants.     

What's fine for the gander isn't always good for the goose: Sex differences in self-confidence as a function of ability area and comparison with others

Previous investigators have suggested that women display lower self-confidence than men across almost all achievement situations. The empirical validity of this suggestion is assessed in an experiment testing the following hypotheses: (1) Sex differences in self-confidence depend upon the particular ability area. (2) Women's self-confidence is more influenced than men's by characteristics of the particular individual with whom they compare themselves. Undergraduates completed verbal, interpersonal perceptiveness, spatial-mechanical, and creativity subtests. After each subtest, subjects estimated both their own score and that of the average undergraduate, the average male undergraduate, or the average female undergraduate. Self-confidence was operationally defined in terms of how favorably subjects compared their work to that of their peers. As predicted, women's self-confidence was lower than men's in only the spatial-mechanical and creativity subtests; and for women, but not for men, self-confidence depended upon which peer was specified. It is concluded that situation variables do determine sex differences in self-confidence and that women's self-confidence may be unduly affected by situation-specific comparison cues.The preparation of this article was supported in part by a Doctoral Dissertation Fellowship in Women's Studies awarded to the author by the Woodrow Wilson National Fellowship Foundation. Some portions of the study reported in this article were presented at the Western Psychological Association 1976 Convention (Lenney, Note 1) and were briefly abstracted in another article (Lenney, 1977). The author wishes to express her deep appreciation to Walter Mischel and to Sandra Bem for their invaluable consultations on the writing of this article.     

GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes ( d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.