Sex role attributes, symptom distress, and defensive style among college men and women.

Administered the Personality Research Form-Andro Scale Masculinity and Femininity subscales, the Symptom Check List-90 (Revised), and the Defense Mechanism Inventory to 84 male and 90 female undergraduates. Results indicate that interrelations among sex-role attributes, defense preferences, and symptom distress differed for men and women. Cross-sex-typed Ss mostly accounted for differences in symptom distress within each sex: Masculine women reported relatively low and feminine men reported relatively high degrees of symptom distress. In addition, sex roles interacted with sex in determining defense preferences. The possibility that defensive styles mediated between sex-role attributes and symptom distress was also explored. Among women, an association between masculine attributes and a rejection of self-blaming defenses accounted for the negative relation between masculinity attributes and symptom distress. Among men, sex-role attributes and defensive styles, for the most part, contributed independently to symptom distress. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in the connection between need for achievement and school performance.

Hypothesized that in a traditional classroom, only boys of moderate ability and girls of high ability would be strongly motivated to achieve. 138 male and 157 female 7th graders in Norway were tested for need to achieve (n Ach), IQ, and school achievement. Motive to achieve success was measured by the TAT score of n Ach. Results support the hypothesis. It is suggested that bright boys need to be stimulated since they are not inspired to use their motive to achieve and that low-ability boys and low- and average-ability girls are not stimulated to achieve since they probably find the demands too heavy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of performance anxiety in the development and maintenance of sexual dysfunction in men and women.

The current study evaluated the association between attitudes toward sex, stress, relationship quality, performance anxiety, and sexual dysfunction among 157 men (114 dysfunctional, 43 functional) and 186 women (84 dysfunctional, 102 functional). The results demonstrate that the main factors related to all types of sexual dysfunction among men were attitudes toward sex, conflict in their relationship, and performance anxiety. For women, the main factors related to all types of sexual dysfunction were attitudes toward sex, relationship quality, and performance anxiety. These results demonstrate the central role of performance anxiety in either the development or maintenance of sexual dysfunction among both men and women. Clearly, this is an area that has to be considered in any treatment program for sexual dysfunction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex role identity, peer evaluation of competition, and the responses of women and men in a competitive situation.

A 2 (male vs female)?×?2 (peer approval vs disapproval of competition)?×?4 (sex-role identity: masculine, feminine, androgynous, undifferentiated) design was used with 78 female and 67 male students who were randomly assigned to approval/disapproval conditions. Sex-role identity was measured using the Personal Attributes Questionnaire. Results reveal effects of sex-role identity and interactions of sex and peer evaluation of competition on performance and related variables. Masculine and androgynous groups had higher expectancies for performance than feminine groups, better objective performance, and greater perceived success than feminine or undifferentiated Ss of either sex. Men and women in the masculine and androgynous groups did not differ from each other in performance, affect, or cognitions. The interactions of sex and peer evaluation of competition revealed that women responded more positively on all measures to approval than disapproval, whereas men's responses were largely unaffected. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lexical ambiguity and its role in models of word recognition.

Reviews research concerned with processing words that have more than one meaning. Three principal models of ambiguity processing are outlined—context-dependent, ordered-access, and exhaustive access—and the research on which they are based is discussed. Findings seem best served by a hybrid model that allows for activation to accrue for all meanings, with the degree of activation sensitive to the frequency of the meanings and context. The major results of this field are interpreted in terms of the literature in word recognition. Such interpretation is important because of the guidance that such models may give to ambiguity research and because of the importance that ambiguous words hold for more general models of lexical access. (77 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.

The dynamics of individual and situational interest and academic performance were examined in the college classroom and 7 semesters later in conjunction with achievement goals. At the beginning of an introductory psychology course, participants reported their initial interest in psychology, achievement goals, and situational interest in course lectures. At the end of the semester, participants (N = 858) reported their situational interest in course lectures and psychology. In the short term, relationships emerged among initial interest, achievement goals, situational interest, and class performance. Longitudinally, situational interest during the introductory course, independent of initial interest, predicted subsequent course choices. Results are discussed in terms of S. Hidi and K. A. Renninger's (2006) 4-phase model of interest development and the multiple goals model (J. M. Harackiewicz, K. E. Barron, P. R. Pintrich, A. J. Elliot, & T. M. Thrash, 2002). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting math anxiety and course performance in college women and men.

Examined the ability of the construct of mathematics anxiety (MAX) to predict the grades of 112 female and 72 male undergraduates in an introductory algebra course. Ss completed the Global Anxiety Scale, a MAX rating scale, and a measure of achieving tendency. Results show that MAX had little to do with course grades after controlling for mathematical aptitude, as measured by the Scholastic Aptitude Test. In addition, MAX was more strongly related to general anxiety in males than in females. This finding suggests that females seeking treatment for MAX are likely to profit from treatment that focuses specifically on mathematics situations. The higher level of MAX among females could not be explained on the basis of differential course-taking, since males had a similar mathematics background. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and person in achievement and moral evaluation.

Examined the effects on moral and achievement evaluations of sex of evaluator and actor, and of the evaluator evaluating himself. Data from 2 studies with a total of 220 undergraduates support the previous conclusion, with some qualifications, that achievement, relative to morality, becomes primarily an outcome-oriented reward system whereas morality becomes primarily an intent-oriented punishment system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpersonal consequences of depression: Responses to men and women enacting a depressed role.

To investigate interpersonal consequences of depressed behavior, telephone interactions were conducted between same- and opposite-sex pairs of 62 male and 64 female undergraduates. In each pair, one person enacted a depressed or nondepressed role. The content of the 2 roles differed only in the presence or absence of characteristically depressive affect and attitudes. Ratings of interest in further contact, personal rejection, and perceived impairment of role functioning all revealed a similar pattern: Depressed persons were more strongly rejected than nondepressed persons, especially by persons of the opposite sex. Interactions with depressed persons elicited significantly more depression in the listener than did interactions with nondepressed persons. Moreover, significantly more feminine traits were attributed to depressed than nondepressed persons. The responses of others to depressed individuals are discussed with respect to their implications for conceptualizing and treating depression. The results also have implications for the understanding of sex differences in the epidemiology of depression. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in achievement: A test of alternate theories.

200 students in Grades 8–10 were given the following attitudinal measures regarding both math and English: self-concept of ability, subjective task value, perceived task difficulty, and continuing motivation. In a follow-up, Ss" math course enrollment decisions were assessed each year through high school. 142 of the Ss also were exposed to 2 sets of trials: a number sequence set and an anagram set. Outcome was manipulated across trials (success, failure, success). For each series, Ss provided estimates of their ability, their expectations for continued success, and causal attributions. Their response time, persistence, and accuracy were recorded. Finally, teacher estimates of learned helplessness were obtained in Year 1 of the study for all Ss. Subjective task value emerged as the strongest mediator of sex differences in achievement-related behaviors and plans. There was little support for learned-helplessness models of sex differences in achievement. There was some evidence of sex differences in ability attributions, but these differences occurred only among low-expectancy Ss. Verbal and behavioral indexes of achievement beliefs were often inconsistent. Implications for general attribution theory and for sex-difference theory are discussed. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinant of coalitional behavior of men and women: Sex roles or situational requirements?

Challenges W. E. Vinacke, J. R. Bond, and T. T. Vesgi's (see PA, Vol. 36:1GE61B, and Vol. 38:2592) hypothesis that women adopt an accommodative or anticompetitive strategy related to sex role. A Coalition Expected Utility (CEU) theory of coalition formation explains the coalition formation of women; no differences are found in strategies adopted between men and women that are related to sex role. An experiment was conducted involving 48 female undergraduates (16 triads) in competitive situations under uncertainty. Findings support the predictions of CEU as against anticompetitive strategy (x2, p     

Sex differences in predicting final examination grades: The influence of past performance, attributions, and achievement motivation.

43 male and 41 female undergraduates reported their high school and last semester GPAs, their 1st and 2nd midterm grades, and their final exam predictions. Ss also rated the influence that ability, effort, task difficulty, and luck had on their performances and completed Mehrabian's achievement motivation scale. Regression analyses provided support for the attribution model of achievement expectations. All Ss used ability to explain their successes; however, males attributed failures to lack of effort while females often used luck to explain their performances. Although both sexes earned equal midterm scores and predicted similar final grades, males based their predictions solely on the 2 midterms. Females' predictions were significantly affected by both midterm performance and achievement motivation. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer models: Influence on children's self-efficacy and achievement.

Investigated how the self-efficacy and achievement of 72 children (aged 8 yrs 6 mo to 10 yrs 10 mo) were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. Ss were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Ss were pre- and posttested on measures of subtraction self-efficacy, skill, and persistence. Ss observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Ss then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Ss who observed the teacher model scored higher than no-model Ss on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in math performance: The role of children's approach to schoolwork.

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Of models and men.

"Although already too complicated for the average psychologist to handle… [theories of learning] are not yet adequate to account for the behavior of a rodent on a runway." A mathematical model is proposed and considered in terms of certain empirical data. Game theory is also considered. A mathematical model emerges which then has a guiding role in the planning and interpretation of further experiments. Correspondences between properties of the model and properties of human behavior are sought as both model and man are "confronted with a series of increasingly novel and complex learning situations." The writer has "found that the steepest obstacle to theory construction in psychology is not the complexity of behavior." Rather it is a combination of centuries of prescientific stereotypes and "the pronouncements of the academicians who have always known in advance, apparently by divine inspiration, exactly what kind of theory is possible and proper for psychology." Experimental subjects will indicate through their behavior to what kind of theory psychology is entitled. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depressive symptomatology in maritally discordant women and men: The role of individual and relationship variables.

Marital discord and depressive symptomatology have repeatedly been found to be associated, but little is known about variables that influence this relationship. Data were collected from 139 couples seeking marital therapy, and analyses were conducted separately by gender. For wives, lower problem-solving ability, physical aggression by the partner, and 1 relationship belief predicted depressive symptomatology after the variance due to marital discord was removed in regression analyses. In addition to these predictors, less spouse-specific assertiveness, unemployment, and 1 other relationship belief were associated with depressive symptomatology for women after the variance due to marital discord was removed in partial correlation analyses. For men, only lower problem-solving ability added to the prediction of depressive symptomatology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring causal models of education achievement.

Evaluated 5 causal models of educational productivity as they apply to learning science among 882 5th–8th graders. Each model explores the relationship between achievement, as assessed by the Comprehensive Test of Basic Skills, and a combination of 8 constructs: home environment, peer group, media, ability, social environment, time on task, motivation, and instructional strategies. Linear structural-relations analysis was employed to examine each of the models. The complex theoretical model had significant (positive) coefficients for all the constructs except quality of instruction; goodness-of-fit indices showed it was the best fitting model with the lowest average residual size. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)