Long-term predictive validity of the Scholastic Aptitude Test.

Studied the ability of the Scholastic Aptitude Test-Verbal (SAT-V) and Quantitative (SAT-M) scores to predict achievement over the entire period of college attendance. In Exp I which used a sample of 318 students who earned a mean of 71.6 credits before terminating their college careers, the correlations of terminal GPAs and SAT-V and SAT-M were .52 and .43, respectively. Correlations of .26 and .22 were found between cumulative GPAs and SAT-V and SAT-M scores for 520 graduating seniors in EXP II. The lower correlations in the senior group were attributed to a restriction in range of the grades. Correlations of the Undergraduate Record Examination Field Tests and SAT-V (.47) and SAT-M (.43) were also reported for the senior group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in problem solving.

Used a 20-item set of problems (similar to those used by E. Sweeney [1953]) in 9 experiments with 558 male and 578 female undergraduates to determine which sex was superior in problem solving, the role of previous experience, whether sex differences extended throughout the domain of problem-solving tasks, whether they extended to other word problems, the role of spatial ability and verbal ability, the role of mathematics aptitude, and the relative importance of aptitude and social learning variables. Results show that the male advantage, averaging 35% across experiments, persisted at the same level as in experiments conducted in the 1950's. Sex differences extended to other word problems. The male advantage was related to similar advantages in spatial and mathematical ability. Aptitude variables dominated attitude and mathematics experience variables in accounting for the sex difference. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in perceptions of stressors and utilization of social support among university students.

Although researchers have found that social support is an effective coping mechanism to deal with stress, there has been little research on gender differences in perceived stress and use of social support. In the present study, 186 undergraduate students from a Maritime university rated the perceived stressfulness of five scenarios, and identified the type and source of social support they would use to cope with each of the situations. Women perceived three of the five scenarios as significantly more stressful than did men. Women indicated that they would turn to their partner and friends to a greater extent than men would. Women also reported that they would seek emotional support to a greater degree than did men. However, when the perceived stressfulness of the scenarios was controlled, some of the gender differences in the sources and types of support disappeared. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal problem solving: A descriptive study of individual differences.

Examined differences between students who have perceived themselves as successful and unsuccessful problem solvers. Differences were examined across a range of cognitive, affective, and behavioral variables, with 2 types of problems—intrapersonal and interpersonal. 20 undergraduates who scored high and 20 who scored low on an independently developed problem-solving inventory (a) were questioned about how they solved interpersonal and intrapersonal problems within a 1-hr structured interview and (b) completed the Mooney Problem Checklist (MPC). Following the session, interviewers rated each S on several cognitive and behavioral variables, and they recorded behavioral observations and anecdotal events. Results reveal that the self-perceived successful and unsuccessful problem solvers differed (a) in the number of problems they acknowledged on the MPC; (b) on a number of self-report ratings about the personal problem solving process (e.g., attributions, expectations, intervention strategies, attitudes, and behaviors); and (c) on ratings made by the interviewers on several cognitive and behavioral variables. Results also indicate that the type of personal problem being solved affected the problem-solving process. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender IQ differences among psychiatric patients.

Provides evidence against the hypothesis that adult male psychiatric patients are more intelligent than their female peers. 1,187 patients were administered either the Wechsler-Bellevue Intelligence Scales, the Wechsler Adult Intelligence Scale (WAIS), the Wechsler Intelligence Scale for Children—Revised (WISC—R), or the Wechsler Adult Intelligence Scale—Revised. Analyses revealed no significant sex differences except on the WISC—R. Explanations that have been suggested to account for previous observations of discrepant IQ test performance are discussed, and the possibility of regional or institutional biases is noted. (French abstract) (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in writing self-beliefs of elementary school students.

The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N?=?363). Girls were judged superior writers, but there were no gender differences in writing self-efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing self-efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, self-efficacy for self-regulation, and perceived usefulness of writing. Self-efficacy mediated the effects of aptitude and self-efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional self-efficacy scales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Scholastic Aptitude Test "explains" why college men major in science more often than college women.

Used the Scholastic Aptitude Test (SAT) to predict the major field choices of 20,809 undergraduates at 4 large universities. Major field was coded on a science-nonscience continuum, and it could be predicted almost as accurately as GPA. The SAT Mathematics subtest (SAT-M) received virtually all of the weight in the prediction equation. Semi-partial correlation was performed to determine if the aforementioned prediction was a mere artifact of sex differences. Results suggest that (a) mathematical ability is an important determinant of major field choice, and (b) the male-female difference in major field choice is largely mediated by the sex difference in mathematical ability. A remedy is suggested for female underrepresentation in science fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in the relations between depressive symptoms and drinking behavior among problem drinkers: A three-wave study.

Prior research has suggested that the relation between depression and drinking behavior is stronger for women than for men. In a 3-wave study spanning 3 years, we examined the nature of reciprocal relations between depressive symptoms and drinking behavior among women (n?=?207) and men (n?=?207) seeking detoxification or referral services for their drinking problems. Latent variable structural equation modeling analyses revealed that more baseline depression was associated with less alcohol consumption 1 year later among women and men. However, later on, more depression predicted heavier alcohol consumption, but only among women. Among women and men, heavier alcohol consumption predicted more subsequent depression, although the timing of this effect differed by gender. Reciprocal effects between depression and drinking problems were found only among men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences among pathological gamblers seeking treatment.

This study investigated gender differences among treatment-seeking pathological gamblers. During treatment intake, 115 pathological gamblers completed the Addiction Severity Index (ASI; A. T. McLellan et al., 1985), including a section on gambling severity, as well as the South Oaks Gambling Screen (H. R. Lesieur & S. B. Blume, 1987). When age and income were controlled, gender differences emerged in ASI gambling, alcohol, and legal scores. Men initiated gambling, began gambling regularly, tried to stop gambling, and first entered gambling treatment at a younger age than women. Women were more likely to be living with someone with a gambling or drinking problem but themselves had fewer alcohol and legal problems. Results suggest that gender differences exist in the initiation of gambling dysfunction and its psychosocial correlates. Understanding these differences may assist in developing treatments that address differential needs of male and female pathological gamblers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Value differences among South African students.

"Groups of white and nonwhite South African students were required to choose features that they considered to be characteristic of 'White Civilization' in South Africa. Great differences in their definition of the social situation in the country were indicated by the fact that the nonwhite students attributed mainly negative features to the stimulus term while the white students responded to it much more favorably… . This difference in attitude to the dominant pattern of social relationships in the country appeared to be linked to a difference of personal values." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Food and life, pleasure and worry, among American college students: Gender differences and regional similarities.

Questionnaires on food attitudes and behavior were completed by 2,200 American undergraduates from 6 regionally dispersed college campuses. Results indicate that a substantial minority of women and a much smaller minority of men have major concerns about eating and food with respect to both weight and health. Overall, 14% of women reported being embarrassed to buy a chocolate bar in the store. A 6-factor structure emerged: weight concern, diet and health orientation, beliefs about the diet-health link, food negativity/importance of food as a source of pleasure in life, eating disordered behaviors, and natural/vegetarian food preferences. There were surprisingly few regional differences, virtually none if race and social class were taken into account. Gender was the strongest predictor of responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in negative affectivity among university faculty members.

Negative affectivity (NA) and Type A behavior were assessed in a sample of 96 male and female university teachers. In general, female Ss scored lower than did male Ss on NA. The difference between men and women on the NA component of hostility was quite profound. A small yet significant Gender–TABP (Type A behavior pattern) interaction effect was found in which high Type A women exhibited less NA (principally in the form of trait anxiety) than did high Type A men. Because NA has been related to both psychological and physical health complaints, some speculations are offered concerning physical and psychological health differences between men and women (at least within university faculties). The possibility is also raised of there being different psychological and physical consequences for being high on anger and/or Type A in women vs men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of collaborative problem solving among preschool children.

Identified the communication behaviors that enhanced collaborative problem solving in 3–5 yr olds. 32 dyads, matched by age, sex, and friendship, were videotaped as they used balance scales to locate matching pairs of blocks from sets that varied in weight and surface design, but not in size. Findings indicate major skill development in collaborative problem solving during the preschool years. Adequate vocabulary both for labeling objects and for relational concepts was the key to more successful collaboration. However, the vocabulary employed in such peer interaction did not always correspond to adult referential meanings: Children's use of "big" and "little," although the blocks were identical in size, facilitated successful solutions. Also productive were behaviors that enhanced attentiveness to cooperative interaction, including attention-focusing statements, questions, directives, and responsiveness to the partner. A developmental sequence of communication skills for responsive conversation, collaborative problem solving, tutoring, and persuasion is discussed. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in perception of risk associated with alcohol and drug use among college students

Gender differences in perception of risk associated with use of alcohol and other drugs were assessed among a sample of 1,244 undergraduates at a major Pacific Northwest university. Reexamination of data from a self-administered questionnaire revealed that females were more likely than males to perceive greater risk with use of alcohol and other drugs. In particular, female perceptions of risk were significantly different from males (P < .001) for most levels of alcohol use and for perception of risk for occasional use of psychedelics, heroin, and diet pills. Our findings suggest the need for continued gender-specific research (and health education) in substance abuse prevention.     

Sex differences, sex composition, and group problem solving.

Males and females solved Maier's (1952) horse trading problem while working alone or in groups. Men tended to solve the problem better individually but also to profit from group discussion. Women in mixed groups seemed better motivated to solve the problem than those in groups composed of all females. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organizational patterns in problem solving among Mayan fathers and children.

This study examined the social organization of Guatemalan Mayan fathers' engagement with school-age children in a group problem-solving task. Twenty-nine groups of Mayan fathers varying in extent of Western schooling and 3 related school-age children (ages 6-12 years) constructed a puzzle together. Groups with fathers with 0 to 3 grades more often constructed the puzzle through shared multiparty collaboration involving a common agenda, whereas groups with fathers with 12 or more grades more often structured their contributions through a division of labor. Groups involving fathers with 6 to 9 grades demonstrated patterns of coordination that fell between the other two types of schooling groups. Fathers with greater schooling were also found to propose more explicit division-of-labor plans to children than were fathers with no to little schooling. The results indicate that Western schooling may be gradually transforming the collaborative social organization of group problem solving of indigenous Mayan families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpersonal and emotional problem solving among narcotic drug abusers.

"Real-life" interpersonal and emotional problem solving was measured in 40 narcotics abusers in ambulatory treatment, 20 in "good" standing and 20 in "poor" standing. A modified means–ends problem-solving procedure was used that required narrative responses containing relevant means (RMs) for solving 7 problems. Good Ss had more total RMs, used more introspective and emotional RMs, were better at RM recognition, but did not have more sufficient narratives than the poor Ss. Results are consistent with those of previous studies of problem-solving thinking. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in mathematics.

Presents examples of disparate findings to show that it is not surprising that the debate about the magnitude of gender differences in mathematics continues in both the professional and lay communities. It is suggested that the media concludes prematurely that the mathematics performance of males is higher than females. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in self-esteem: A meta-analysis.

Two analyses were conducted to examine gender differences in global self-esteem. In Analysis I, a computerized literature search yielded 216 effect sizes, representing the testing of 97,121 respondents. The overall effect size was 0.21, a small difference favoring males. A significant quadratic effect of age indicated that the largest effect emerged in late adolescence (d?=?0.33). In Analysis II, gender differences were examined using 3 large, nationally representative data sets from the National Center for Education Statistics (NCES). All of the NCES effect sizes, which collectively summarize the responses of approximately 48,000 young Americans, indicated higher male self-esteem (ds ranged from 0.04 to 0.24). Taken together, the 2 analyses provide evidence that males score higher on standard measures of global self-esteem than females, but the difference is small. Potential reasons for the small yet consistent effect size are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in psychiatric comorbidity among adolescents with substance use disorders.

The authors examined gender differences in rates of comorbid psychiatric disorders among adolescents with 1 or more psychoactive substance use disorders. Baseline diagnostic data were obtained from 135 adolescents, ages 12 to 19, and their parents-guardians, who participated in a study to develop and efficacy test Integrated Family and Cognitive-Behavioral Therapy. Rates of attention-deficit/hyperactivity disorder and conduct disorder were higher among drug-abusing male adolescents compared with drug-abusing female adolescents. However, high rates of disruptive behavior disorders also characterized drug-abusing female adolescents. Similarly, drug-abusing female adolescents exhibited a higher rate of major depression compared with drug-abusing male adolescents. However, rates of dysthymia, double depression (i.e., major depression and dysthymia), and bipolar disorder were equivalent between genders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)