Sex differences in self-confidence: The influence of comparison to others' ability level

Sex Roles ◽  
1983 ◽  
Vol 9 (9) ◽  
pp. 925-942 ◽  
Author(s):  
Ellen Lenney ◽  
Joel Gold ◽  
Chris Browning
Keyword(s):  
Sex Differences ◽  
Ability Level ◽  
Self Confidence

Sex Differences in Self-Confidence

1982 ◽  
Vol 8 (1) ◽  
pp. 74-80 ◽  
Author(s):  
Ellen Lenney ◽  
Joel Gold
Keyword(s):  
Sex Differences ◽  
Self Confidence

Conventional Sex Differences in Personality: Does Sex or Verbal Ability Level Account for More Variance?

1978 ◽  
Vol 43 (3) ◽  
pp. 931-936 ◽  
Author(s):  
Cheryl Potts ◽  
Walter T. Plant ◽  
Mara L. Southern
Keyword(s):  
Sex Differences ◽  
Fixed Effects ◽  
Verbal Ability ◽  
Attitudes Toward Women ◽  
California Psychological Inventory ◽  
Ability Level ◽  
Ability Levels ◽  
Attitude Measures ◽  
Independent Variable ◽  
Psychological Inventory

Subjects were 106 students categorized into four groups on the basis of their sex and verbal ability: very bright men ( n = 23), very bright women ( n = 30), below average men ( n = 23) and below average women ( n = 30). Scores were also obtained from five scales of the California Psychological Inventory and the Attitudes Toward Women Scale. Six, 2(sex) × 2(ability levels) fixed effects factorial analyses of variance were computed yielding 12 F ratios. Estimates of ω2 were also computed for each significant F ratio. Four ω2 estimates of .02 to .11 were obtained for the independent variable of sex whereas five ω2 of .03 to .26 were obtained for the independent variable of ability level. In that four of the values of ω2 for ability were greater than any for the variable of sex, it was concluded that verbal ability better accounts for more variance in the personality-attitude measures used than does sex of subjects.

Achievement, Self-Confidence, Personality Traits, and Leadership Ability: A Review of Literature on Sex Differences

1981 ◽  
Vol 48 (2) ◽  
pp. 547-569 ◽  
Author(s):  
Michael C. White ◽  
Gerardine De Sanctis ◽  
Michael D. Crino
Keyword(s):  
Sex Differences ◽  
Women Managers ◽  
Personality Characteristics ◽  
Future Trends ◽  
Review Of Literature ◽  
Fear Of Success ◽  
Managerial Role ◽  
Self Confidence ◽  
Career Strategies ◽  
Primary Focus

This manuscript reviews the adjustment of women managers to the managerial role. The primary focus of the paper is on sex differences in relation to self-confidence, achievement and fear of success, leadership ability, and personality characteristics. In addition, career tactics and career strategies managers utilize to achieve success are discussed. Deficiencies in research, the need for a systematic theoretical framework, and possible future trends are also presented.

Ability Level, Evaluative Feedback, and Sex Differences in Performance Expectancy

1983 ◽  
Vol 8 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Jayne E. Stake
Keyword(s):  
Sex Differences ◽  
Self Esteem ◽  
Ability Level ◽  
Positive Information ◽  
Evaluative Feedback ◽  
Performance Expectancy ◽  
Performance Expectancies ◽  
Level Information ◽  
Males And Females ◽  
Effects Of Feedback

This study represents an effort to clarify the effects of negative and positive information on performance expectancies of males and females. In testing the effects of feedback on 93 women and 97 men undergraduates, ability level, information condition, self-esteem level, and sex of subject were included in a 2 × 2 × 2 × 2 factorial design. Before feedback, males stated higher expectancies ( p < .05) and overestimated their performance more ( p < .05) than did females. Sex by feedback interactions ( p < .02) revealed that after feedback consistent with subjects' ability, males continued to set higher goals and to overestimate their performance more, but that after inconsistent feedback this sex difference did not occur.

Developmental Changes in Self-Perceptions of Intelligence and Self-Confidence

1980 ◽  
Vol 5 (2) ◽  
pp. 231-239 ◽  
Author(s):  
Alice Ross Gold ◽  
Lorelei R. Brush ◽  
Eve R. Sprotzer
Keyword(s):  
Sex Differences ◽  
Eighth Graders ◽  
Developmental Changes ◽  
Third Grade ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Self Perceptions ◽  
Self Confidence ◽  
Sex Stereotypes

Sex differences in self-perceptions of intelligence and self-confidence were examined among third through eighth graders. In third grade, differences between the sexes were small and, in the case of perceptions of intelligence, favored the females. By fifth grade, males were more likely to describe themselves as smart and self-confident than were females. These differences persisted into the eighth grade. Further analyses indicated that the sex differences could not be adequately explained by the process of internalizing sex-stereotypes.

Sex Differences in Self-Confidence as a Function of Feedback and Social Cues

1977 ◽  
Vol 41 (3) ◽  
pp. 1007-1010 ◽  
Author(s):  
Virginia Brabender ◽  
Susan K. Boardman
Keyword(s):  
Sex Differences ◽  
Reaction Times ◽  
Social Cues ◽  
The Other ◽  
Matching Task ◽  
Self Confidence ◽  
Significant Difference ◽  
Experimental Trials ◽  
Female Subjects

Sex differences in self-confidence were assessed by measuring the discrepancy between 20 male and 20 female subjects' perceived and actual reaction times (RTs) in a matching task. Subjects judged whether or not two letters were the same. After each trial, perceived and actual RTs were recorded. Whereas half of the subjects received RT feedback from the experimenter after the experimental trials, the other half did not. Half of the subjects were given a standard by which to evaluate their own performance and the other half were not. The absence of a significant difference between the actual RTs of 20 male and 20 female subjects indicates that they were equally efficient in matching letters. However, the extent to which subjects would underestimate their RTs was sex-dependent: without RT feedback, women underestimated their actual RTs more than men. In contrast to previous findings, relative to men, women exhibited no tendency to devaluate their performance.

Sex Differences and Repeated Choice in Retarded and Non-Retarded Subjects

1969 ◽  
Vol 25 (1) ◽  
pp. 119-122
Author(s):  
Donald L. Mac Millan
Keyword(s):  
Sex Differences ◽  
Sex Difference ◽  
Mentally Retarded ◽  
Total Sample ◽  
Curvilinear Relationship ◽  
Ability Level ◽  
Choice Preference ◽  
Educable Mentally Retarded ◽  
Repeated Choice

Normal and educable mentally retarded Ss of several ages were tested for repetition choice preference to determine whether ability level or sex were determinants of repetition of previously completed or interrupted tasks. For normal and EMR boys, as CA and MA increased so did the tendency to repeat interrupted tasks. A curvilinear relationship between repetition choice and CA was found for normal and EMR girls. A sex difference became apparent between ages 11 and 17, with males choosing to repeat interrupted tasks in increasing proportions and females reverting to an increased preference for previously completed tasks. For the total sample, males repeated significantly more interrupted tasks than did females.

Can Operative Trauma Simulation Eliminate Sex Differences in Self-Confidence?

2017 ◽  
Vol 225 (4) ◽  
pp. S172-S173
Author(s):  
Audrey C. Pendleton ◽  
Afshin Parsikia ◽  
Sheldon H. Teperman ◽  
Melvin E. Stone ◽  
Srinivas H. Reddy ◽  
...  
Keyword(s):  
Sex Differences ◽  
Operative Trauma ◽  
Self Confidence

scholarly journals IMPROVING THE ABILITY OF MATHEMATIC CONNECTION AND SELF-CONFIDENCE’S STUDENT OF JUNIOR HIGH SCHOOL THROUGH PROBLEM-BASED LEARNING

2018 ◽  
Vol 1 (3) ◽  
pp. 307
Author(s):  
Ade Nur ◽  
Euis Eti Rohaeti ◽  
Rippi Maya
Keyword(s):  
High School ◽  
Junior High School ◽  
Problem Based Learning ◽  
Learning Model ◽  
Ability Level ◽  
Student Opinions ◽  
Self Confidence ◽  
Mathematical Connections ◽  
Learning Research ◽  
Mathematical Connection

This study aims to examine the achievement and improvement of the ability of mathematical connections and confidence of students through problem-based learning model. The population in this study is all students of 7th grade from one of SMP Negeri in Bandung. Samples were taken at random class. Among the eleven classes, two classes were selected as an experimental class (VII-K) and a control class (VII-B). The research instruments consist of a test instruments (math connection ability) and a non-test instruments. The instrument in the form of test is a set of test questions to measure students' mathematical connection ability. While non-test instruments in the form of a scale of students' self-confidence, and the scale of student opinions on problem-based learning. Research shows that the achievement and improvement of the ability of mathematical connections and confidence of students whose learning using problem-based learning model there is a difference with the learning using ordinary learning in terms of the initial ability level of students. There is no interaction between the problem-based learning model and the student's initial ability level to generate mathematical connections and students' self-confidence. In addition there is a correlation between the ability of mathematical connections and students' self confidence in the classroom that uses the problem-based learning model as well as in the classroom using ordinary learning.

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