Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

scholarly journals Mathematics-gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women

2021 ◽  
Author(s):  
Serena Rossi ◽  
Iro Xenidou-Dervou ◽  
Emine Simsek ◽  
Christina Artemenko ◽  
Gabriella Daroczy ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Underlying Mechanism ◽  
Gender Stereotype ◽  
Self Concept ◽  
Men And Women ◽  
Stereotype Endorsement ◽  
Arithmetic Performance ◽  
And Performance ◽  
And Gender ◽  
And Mathematics

Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self-concept (M-self-concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender-stereotype according to which women are worse than men in mathematics, can have a detrimental effect on women. Nevertheless, the role that endorsement of this stereotype can have might differ between men and women. Therefore, within a structural equational approach, we investigated how MA and mathematics self-concept relate to arithmetic performance when considering one’s mathematics-gender stereotype endorsement and gender in a large sample (N = 923) of university students. Mathematics-gender stereotype endorsement influenced arithmetic performance through different mediation patterns via MA, M-self-concept in men and women. It was linked to higher MA, lower M-self-concept, and arithmetic performance in women, while in men, its effect was generally weaker but more complex (it was linked to higher M-self-concept and slightly higher numerical anxiety component of MA). Moreover, men and women perceived the questions included in the considered instruments differently, implying that their numerical scores may not be directly comparable, which has even broader theoretical and methodological implications for MA research.

Greater Right Hemisphericity is Associated with Lower Self-Esteem in Adults

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1244-1246 ◽  
Author(s):  
M. A. Persinger ◽  
Katherine Makarec
Keyword(s):  
Negative Affect ◽  
Sense Of Self ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Developmental History ◽  
Men And Women ◽  
History Of

28 men and 32 women were given Vingiano's Hemisphericity Questionnaire and the Coopersmith Self-esteem Inventory. People who reported the greatest numbers of right hemispheric indicators displayed the lowest self-esteem; the correlations were moderately strong ( r>.50) for both men and women. These results support the hypothesis that the sense of self is primarily a linguistic, left-hemispheric phenomenon and that a developmental history of frequent intrusion from right-hemispheric processes can infuse the self-concept with negative affect.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

Justify my love: Cognitive dissonance reduction among perpetrators of online and offline infidelity

2021 ◽  
pp. 026540752110377
Author(s):  
Cassandra Alexopoulos
Keyword(s):  
Cognitive Dissonance ◽  
Attitude Change ◽  
Negative Impact ◽  
Self Concept ◽  
Survey Study ◽  
Differential Effectiveness ◽  
Online Infidelity ◽  
Ashley Madison ◽  
Site Targeting ◽  
Concept Change

A longitudinal survey study was conducted to examine which strategies for reducing cognitive dissonance were used among men engaging in infidelity. Data were collected in two waves, 1 month apart ( n time1 = 1514, n time2 = 425), from a sample of male users of Ashley Madison, a “married dating” site targeting users who are seeking to engage in infidelity. Because perpetrators of infidelity may justify their behaviors differently depending on whether they cheated in an online environment, both online and offline infidelity behaviors were considered. Results indicated that attitude change and self-concept change were positively related to online infidelity, while only self-concept change was positively related to offline infidelity, suggesting their differential effectiveness for various communication media. Self-concept change, attitude change, and denial of responsibility were negatively related to psychological discomfort and perceived negative impact at time 2, indicating their relative success for reducing negative psychological outcomes compared to other strategies such as adding consonant cognitions.

IMPACT OF FACEBOOK ADDICTION DISORDER (FAD) ON STUDY HABITS AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS

2021 ◽  
pp. 195-207
Author(s):  
Shivani Vashishtha ◽  
Sona Ahuja ◽  
Mani Sharma
Keyword(s):  
Academic Achievement ◽  
Social Networking Sites ◽  
Negative Impact ◽  
Age Groups ◽  
Negative Influence ◽  
Study Habits ◽  
Study Habit ◽  
Significant Negative Impact ◽  
Facebook Addiction ◽  
The Impact

With the present era being technology driven, social media has become an indispensable part of many people irrespective of their age. Among different age groups, the maximum users are adolescents and among different social networking sites (SNS), Facebook shares the major part of usage by them. Many adolescents are tending towards excessive usage of Facebook leading to its addiction. Does this addiction have negative influence on adolescents or it actually helps them to keep up with their counterparts and be socially connected to them for their betterment? This question is unanswered specifically when it concerns the impact that it has on the study habits and academic achievement of adolescents. The hypotheses were tested in order to explore the impact of six dimensions (mood modification, deficient self-regulations, salience, loss of control, withdrawal, and relapse) of Facebook Addiction Disorder (FAD) using Bergens' Facebook Addiction Scale (BFAS), developed by Andreassen (2012). The results are based on the survey conducted on 200 adolescents studying in different schools of India. The findings indicate that there is a significant negative impact of Facebook Addiction Disorder (FAD) on study habits and academic achievement of adolescents. The major implication derived is that the higher the addiction to Facebook the study habit become poor and academic achievement decreases resulting in lower grades.

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