scholarly journals Passion, grit and mindset in young adults: Exploring the relationship and gender differences

2020 ◽  
Vol 59 ◽  
pp. 100795 ◽  
Author(s):  
H. Sigmundsson ◽  
M. Haga ◽  
F. Hermundsdottir
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
And Gender ◽  
The Relationship

Race and gender differences in attitudes toward help seeking among marginalized young adults with mood disorders: A mixed-methods investigation.

2018 ◽  
Vol 41 (4) ◽  
pp. 277-289 ◽  
Author(s):  
Sarah C. Narendorf ◽  
Michelle R. Munson ◽  
Shelly Ben-David ◽  
Andrea R. Cole ◽  
Lionel D. Scott
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Mixed Methods ◽  
Mood Disorders ◽  
Help Seeking ◽  
Race And Gender ◽  
And Gender

Do They Really Mean It? Children’s Inference of Speaker Intentions and the Role of Age and Gender

2019 ◽  
Vol 63 (4) ◽  
pp. 689-712
Author(s):  
K. Rothermich ◽  
O. Caivano ◽  
L.J. Knoll ◽  
V. Talwar
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Video Clip ◽  
Age And Gender ◽  
Video Clips ◽  
Age And Gender Differences ◽  
Speaker Intentions ◽  
And Gender

Interpreting other people’s intentions during communication represents a remarkable challenge for children. Although many studies have examined children’s understanding of, for example, sarcasm, less is known about their interpretation. Using realistic audiovisual scenes, we invited 124 children between 8 and 12 years old to watch video clips of young adults using different speaker intentions. After watching each video clip, children answered questions about the characters and their beliefs, and the perceived friendliness of the speaker. Children’s responses reveal age and gender differences in the ability to interpret speaker belief and social intentions, especially for scenarios conveying teasing and prosocial lies. We found that the ability to infer speaker belief of prosocial lies and to interpret social intentions increases with age. Our results suggest that children at the age of 8 years already show adult-like abilities to understand literal statements, whereas the ability to infer specific social intentions, such as teasing and prosocial lies, is still developing between the age of 8 and 12 years. Moreover, girls performed better in classifying prosocial lies and sarcasm as insincere than boys. The outcomes expand our understanding of how children observe speaker intentions and suggest further research into the development of teasing and prosocial lie interpretation.

Mindfulness and gender differences in ethical beliefs

2018 ◽  
Vol 14 (2) ◽  
pp. 274-286 ◽  
Author(s):  
Tavleen Kaur Dhandra ◽  
Hyun Jung Park
Keyword(s):  
Gender Differences ◽  
Consumer Ethics ◽  
Policy Makers ◽  
Content Type ◽  
Five Dimensions ◽  
Ethical Beliefs ◽  
Unethical Practices ◽  
And Gender ◽  
Consumer Ethics Scale ◽  
The Relationship

Purpose This paper aims to examine the ethical beliefs of consumers with regards to their levels of mindfulness. Furthermore, it aims to investigate if mindfulness is related to gender differences among respondents in their ethical beliefs about consumer unethical practices. Design/methodology/approach University students in India were surveyed with self-administered questionnaires comprising the consumer ethics scale and mindfulness attention awareness scale. Mediation analysis was conducted to test whether gender differences in ethical judgements are due to the different levels of mindfulness. Findings The results indicate that mindfulness is not only a predictor of ethical beliefs but also a mediator of the relationship between gender and ethical beliefs. Individuals with greater mindfulness reported greater acceptance towards the five dimensions of consumer ethics scale. Indian male participants were found to be more mindful and lenient in ethical judgements than female participants. Originality/value The present work is a novel attempt in examining the effect of mindfulness on the relationship between gender and ethical beliefs of consumers. The results of this study can have positive implications for organizations, managers, public policy makers and consumers.

In their own words: racial/ethnic and gender differences in sources and preferences for HIV prevention information among young adults

AIDS Care ◽  
2013 ◽  
Vol 25 (11) ◽  
pp. 1407-1410 ◽  
Author(s):  
Dexter Voisin ◽  
Cheng-Shi Shiu ◽  
Anjanette Chan Tack ◽  
Cathy Krieger ◽  
Dominika Sekulska ◽  
...  
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Hiv Prevention ◽  
And Gender ◽  
Racial Ethnic

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

Time perspective and autobiographical memory: Individual and gender differences in experiencing time and remembering the past

2011 ◽  
Vol 20 (3) ◽  
pp. 375-400 ◽  
Author(s):  
Richard Ely ◽  
Andrea Mercurio
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Autobiographical Memory ◽  
Big Five ◽  
Time Perspective ◽  
Big Five Inventory ◽  
Time Perspectives ◽  
The Past ◽  
And Gender ◽  
Memory Questionnaire

This study examined the degree to which time perspectives were associated with the processes and content of autobiographical memory. A sample of 230 young adults (118 women) completed the Zimbardo Time Perspective Inventory (ZTPI; Zimbardo and Boyd, 1999 ), the Big Five Inventory (BFI; John and Srivastava, 1999 ), and responded in writing to seven memory prompts as well as to items from the Autobiographical Memory Questionnaire (AMQ; Rubin et al., 2003 ). The Past Positive and Future subscales of the ZTPI predicted many aspects of memory even when controlling for BFI traits. There were gender differences in time perspectives and gender moderated a number of the correlations between time perspectives and autobiographical memory.

Cross-Cultural and Gender Differences in ADHD Among Young Adults

2015 ◽  
Vol 23 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Juana Gómez-Benito ◽  
Fons J. R. Van de Vijver ◽  
Nekane Balluerka ◽  
Linda Caterino
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
European American ◽  
Hispanic American ◽  
Cultural Groups ◽  
American Group ◽  
Item Functioning ◽  
Structural Equivalence ◽  
And Gender ◽  
Phi Coefficient

Objective: This study explored the effect of cultural and gender differences in ADHD among Spanish, African American, Hispanic American, and European American young adults. Method: Structural equivalence between the four groups was examined by Tucker’s phi coefficient. A MANCOVA was carried out with cultural groups and gender as factors and age as covariate. Results: Structural equivalence was observed across all groups, and no differential item functioning was found. No significant effect was found for gender, although, with the exception of the Hispanic group, males scored higher than females. Furthermore, small, though significant, cultural differences were found. The lowest levels of ADHD were observed in the European American group and the highest in the Hispanic American group. ADHD symptoms, notably inattention, showed some decline with age. Conclusion: Findings extend existing data and suggest a relationship between culture and the development of ADHD, which might be mediated by parenting style.

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