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Author Anderson, Bonnie S
Title The relation between sex-typed traits and perceptions of academic ability in gifted 9th grade students
book jacket
Descript 94 p
Note Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0407
Adviser: John Gaa
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)
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
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
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
School code: 0087
DDC
Host Item Dissertation Abstracts International 65-02A
Subject Education, Educational Psychology
Education, Secondary
0525
0533
Alt Author University of Houston
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