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The relation between sex-typed trait...

Anderson, Bonnie S.

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The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students./
作者:	Anderson, Bonnie S.
面頁冊數:	94 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0407.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122337
ISBN:	0496696874

The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students.
Anderson, Bonnie S.

The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students. - 94 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0407.

Thesis (Ph.D.)--University of Houston, 2004.

Sex differences can be seen in career development and academic achievement (Rooney, 1984; Mau, 2003). Gender-typed personality traits have been associated with perceptions of academic ability (PA) and academic achievement (Dai, 2000; Pajares, Valiante, 2001; Nosek, Banaji and Greenwald, 2002). Gender-related performance differences are greater among gifted students (Rebhorn & Miles, 1999), who more often rate themselves as possessing traits of both genders (Csikszentmihali, 1996; Mendez, 2000).

ISBN: 0496696874Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students.
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245 1 4 $a The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students.
300 $a 94 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0407.
500 $a Adviser: John Gaa.
502 $a Thesis (Ph.D.)--University of Houston, 2004.
520 $a Sex differences can be seen in career development and academic achievement (Rooney, 1984; Mau, 2003). Gender-typed personality traits have been associated with perceptions of academic ability (PA) and academic achievement (Dai, 2000; Pajares, Valiante, 2001; Nosek, Banaji and Greenwald, 2002). Gender-related performance differences are greater among gifted students (Rebhorn & Miles, 1999), who more often rate themselves as possessing traits of both genders (Csikszentmihali, 1996; Mendez, 2000).
520 $a Adolescent gifted students (87 males, 98 females) completed questionnaires to assess masculinity and femininity, dominance, self-reliance, warmth and rule-consciousness, as well as PA in math, science, English and global academics. Five research questions were considered: (1) To what extent do males and females show mean differences in masculine- and feminine-related variables? (2) To what degree and in what manner are PA in math explained by the independent variables of gender, gender identity, warmth, conformity, assertiveness, and self-reliance? (3) To what degree and in what manner are PA in science explained by the independent variables? (4) To what degree and in what manner are PA in English explained by the independent variables? (5) To what degree and in what manner are PA in overall academic performance explained by the independent variables? These hypotheses were tested: (1) Males and females will differ in levels of masculinity, femininity, personality characteristics and perceptions of academic ability. (2) Different variables will be more predictive of perceptions of academic ability in math, science, English and global academics.
520 $a Males scored significantly higher in masculinity, dominance, and PA in science, and females scored significantly higher in femininity, warmth and PA in English. Males had a non-significant higher mean for self-reliance and for PA in math, global academics. Females had a non-significant higher mean for rule consciousness.
520 $a Multiple regression analysis was used to determine the extent to which the independent variables predicted PA in the four academic areas. Only masculinity was a significant predictor of PA in math. Both masculinity and self-reliance were significant predictors of PA in science. For PA in English, only gender was a significant predictor, while masculinity, femininity and rule-consciousness were significant predictors of PA in global academics.
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