Impact of coeducation on "fear of success" imagery expressed by male and female high school students.

1974 ◽  
Vol 66 (5) ◽  
pp. 726-730 ◽  
Author(s):  
Ronald Winchel ◽  
Diane Fenner ◽  
Phillip Shaver
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Fear Of Success ◽  
Male And Female ◽  
Female High School

Gender, Female Traditionality, Achievement Level, and Cognitions of Success and Failure

1977 ◽  
Vol 2 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Rebecca M. Wiegers ◽  
Irene Hanson Frieze
Keyword(s):  
High School ◽  
High School Students ◽  
High Performance ◽  
Causal Attributions ◽  
Achievement Level ◽  
School Students ◽  
Male And Female ◽  
Female High School ◽  
Low Performance ◽  
Academic Test

Differences in ratings of initial expectancy of success, perceived scholastic ability, and causal attributions were assessed for male and female high school students for a simulated academic test. Subjects were also differentiated on their achievement level (i.e., under- and overachievement) and the traditionality of their career aspirations. As predicted, higher expectancies were found for high performance achievers and nontraditional females. Males generally made more attributions to lack of effort for failure, as did low performance achievers. Females and high performance achievers attributed success more to effort. Hypotheses concerning differential usage of luck and ability attributions were not supported. Although there was an overall trend for females to be more external, traditionality also mediated causal attributions for females.

scholarly journals Frustration Level of High School Students among Their Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Muddanagouda Patil ◽  
Dr. Shivakumara K
Keyword(s):  
High School ◽  
High School Students ◽  
Traditional Education ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
Montessori Education ◽  
Significant Difference ◽  
Female High School ◽  
Frustration Level

The present study aimed to assess the Frustration level of high school students among their gender in relation to their Montessori and Traditional method of education. It was hypothesized that male and female high school students of Montessori education and Traditional education have significant difference on Frustration level. In order to verify the above hypotheses a sample of 120 students were selected from high schools which offer education with Montessori (N=60) and Traditional methods (N=60) include equally male and female students. To measure variable the Frustration scale was used which is developed and standardized by Chauhan & Tiwari (1999). This scale administered individually on the subjects. The data were subjected to ‘t’ analyses and the major findings of the study revealed that following are dawn: 1. The male and female students of Montessori education obtained ‘t’ value is 0.80, which is not significant level. 2. The male and female students of Traditional education obtained ‘t’ value is 2.19, which is significant at 0.05 level. 3. There is no significant difference between the male students of Montessori and Traditional education. The obtained ‘t’ value is 1.11, which is not significant level. 4. There is significant difference between female high school students of Montessori and Traditional education. The obtained ‘t’ value is 2.98, which is highly significant at 0.01 level.

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