Situational Indexes of Achievement Motivation, Help-Seeking, and Performance: Influences of the Learning Context and Gender Differences

Drawing primarily on the literature in experimental economics and social psychology, this article reviews key findings on gender differences for two aspects of competitiveness and competition: entry preferences and performance. Although women, relative to men, have been shown to shy away from competition and underperform in competitive environments, this article also discusses boundary conditions for these effects, such as the nature of the task or gender composition of the group, and highlights manifestations of these effects in applied domains, including in negotiations, the labor market, educational settings, and sports. Adopting social psychological frameworks of prescriptive norms and stereotypes, particularly social role theory, this article examines ways in which gender-incongruencies may underpin gender gaps in competition and gender-congruencies may alleviate them. Finally, this article considers implications for individuals and institutions as well as future directions in the field to continue finding ways to close gaps.

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Lucky to reach the top?

Gender in Management An International Journal ◽

10.1108/gm-11-2017-0158 ◽

2019 ◽

Vol 34 (7) ◽

pp. 541-553 ◽

Cited By ~ 3

Author(s):

Christina Lundsgaard Ottsen

Keyword(s):

Gender Differences ◽

Achievement Motivation ◽

Gender Gap ◽

Design Methodology ◽

Middle Eastern ◽

Content Type ◽

Middle Eastern Women ◽

Low Expectations ◽

And Gender ◽

Middle Easterners

Purpose As organizations aim to become increasingly diverse, it is important to understand how perspectives of potential future leaders vary across culture and gender. This study aims to advance the understanding of the persistent gender gap in management. Design/methodology/approach Samples from the gender-segregated Qatar and the co-ed Denmark present a unique opportunity to investigate the potential effects of gender. Here, 115 Middle Easterners and 121 Scandinavians rated perceived importance of job-related skills, networking upward and serendipity in leadership acquisition. Findings Effects of gender showed that compared to men, women across cultures expected that serendipity has less to do with leadership acquisition. Middle Eastern women also showed low expectations regarding networking with people in powerful positions. Nevertheless, both genders showed conviction of meritocracy by rating job-related skills as the most important factor in leadership acquisition. Cross-culturally, Scandinavians presumed job-related skills to be more important than Middle Easterners. Research limitations/implications Despite meritocracy beliefs, it appears that gender differences in perceived possibility of leadership acquisition contribute to the gender gap in management. Scandinavian women relied more on networking than Middle Eastern women, but still lacked faith in serendipitous opportunities compared to male peers. Perceived luck enhances achievement motivation. If men rely more on luck than women, then they are more confident in succeeding and more ambitious about pursuit of leadership. Women’s lack of faith in serendipity might affect their career ambitions negatively even in societies emphasizing equality. Originality/value This is the first study that directly focuses on gender differences in perception of opportunities for leadership acquisition through serendipity.

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Preferences for religious help-seeking: racial and gender differences, interfaith intolerance, and defensive theology

Mental Health Religion & Culture ◽

10.1080/13674676.2013.784900 ◽

2013 ◽

Vol 17 (2) ◽

pp. 196-209 ◽

Cited By ~ 4

Author(s):

James W. Crosby ◽

Jorge G. Varela

Keyword(s):

Gender Differences ◽

Help Seeking ◽

And Gender

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Winning Isn't Everything: Goal Orientation and Gender Differences in University Leisure-Skills Classes

Recreational Sports Journal ◽

10.1123/rsj.33.1.54 ◽

2009 ◽

Vol 33 (1) ◽

pp. 54-64 ◽

Cited By ~ 7

Author(s):

Denise M. Anderson ◽

Anthony W. Dixon

Keyword(s):

Gender Differences ◽

University Students ◽

Goal Orientation ◽

Achievement Motivation ◽

Task Orientation ◽

Male And Female ◽

Ego Orientation ◽

And Gender ◽

Intention To Continue

Achievement motivation is predicated on the notion that a person wants to demonstrate competence and feel successful and is motivated to achieve these outcomes. A person's goal orientation describes the individual's motivation—an ego orientation presupposes that achievement is a result of ability, whereas a task orientation ties achievement to effort. Understanding a person's achievement motivation can help us better understand how to facilitate positive leisure experiences and long-term participation in recreation activities. Therefore, the purpose of this study was to examine the goal orientation of male and female university students enrolled in leisure-skills courses. Results suggest that there are gender differences in goal orientation that may have an impact on enjoyment of and intention to continue participation in a recreation activity, regardless of the activity.

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Variables que hacen adicto negativamente a correr al maratoniano español (Variables that makes negative addicted to run at Spanish marathoner)

Retos ◽

10.47197/retos.v0i21.34602 ◽

2015 ◽

pp. 38-42

Author(s):

Francisco Ruiz-Juan ◽

Antonio Zarauz Sancho

Keyword(s):

Gender Differences ◽

Descriptive Data ◽

Training Performance ◽

Performance Variables ◽

Marathon Training ◽

The Difference ◽

Las Mujeres ◽

And Performance ◽

And Gender ◽

Los Grupos

Para estudiar las diferencias entre los maratonianos españoles con mayor y menor puntuación media en la Escala de Adicción a Correr (RAS-8), se categorizaron en cuartiles las puntuaciones medias obtenidas en dicha escala por ellos (n=1226) en varias maratones de la geografía española. Después se compararon las diferencias en cuanto a variables sociodemográficas, de entrenamiento y rendimiento entre los grupos que resultaron. Se obtuvieron valiosos datos descriptivos de la muestra y diferencias por sexos, concluyéndose que la diferencia entre los maratonianos con mayores valores de adicción negativa a correr (no deseable) y los de menor adicción negativa a correr eran, siendo varones, hacer tanto un número significativamente mayor de kilómetros y días de entrenamiento a la semana como de horas por entrenamiento, preocuparse algo más por buscarse un entrenador y tener una mejor marca cercana a las 3 horas y media en los 6-7 maratones que han terminado, frente a una menor preocupación por tener entrenador y ser su primer maratón en los corredores con puntuaciones mínimas enANC. Lo que no se esperaba fue que entre las mujeres no hubiese diferencias significativas. Palabra clave: Adicción Negativa, Maratón, Entrenamiento, Rendimiento.Abstract: To study the differences between Spanish marathoners with the maximun and the lower mean score on the Running Addiction Scale (RAS-8), was categorized into quartiles the average scores on this scale for them (n = 1226) in several marathons of the Spanish geography. Then compared the differences in demographic, training and performance variables between the groups were. Were obtained valuable descriptive data of the sample and gender differences, and we concluded that the difference between the marathoner with higher values of negative addiction to running (not desirable) and the lowest negative addiction were, being a male, making both a significantly greater number of miles and days of training per week and hours per training, caring more for looking for a coach and have a best record nearly 3 hours and a half in the 6-7 marathons that have completed, compared with less concern about having a coach and to be his first marathon in runners with scoring minimum ANC. Was not expected that women would not had significant differences.Key words: Negative addiction, Marathon, Training, Performance.

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The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

English Language Teaching ◽

10.5539/elt.v12n6p87 ◽

2019 ◽

Vol 12 (6) ◽

pp. 87

Author(s):

Hind Al Fadda

Keyword(s):

Academic Success ◽

Blended Learning ◽

Goal Orientation ◽

Self Efficacy ◽

Help Seeking ◽

English Language ◽

Self Regulation ◽

Learning Context ◽

Learning Success ◽

And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

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Peer-Assisted Learning in the Physical Activity Domain: Dyad Type and Gender Differences

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.24.3.219 ◽

2002 ◽

Vol 24 (3) ◽

pp. 219-238 ◽

Cited By ~ 8

Author(s):

Fabienne d’Arripe-Longueville ◽

Christophe Gernigon ◽

Marie-Laure Huet ◽

Fayda Winnykamen ◽

Marielle Cadopi

Keyword(s):

Gender Differences ◽

High School Students ◽

Peer Interaction ◽

School Students ◽

And Performance ◽

And Gender ◽

Univariate Analyses ◽

Activity Domain ◽

Physical Activity Domain ◽

Senior High School Students

The purposes of this study were to qualitatively analyze peer interaction in dyads practicing a swimming skill, and to examine the potential dyad type-by-gender differences in observed peer interaction modes. Sixty-four senior high school students (32 M, 32 F) trained for 8 min either in symmetrical (same competence) or asymmetrical (different competence levels) same-sex dyads. The numbers of attempts and performance scores were also documented for novices. The observed peer interaction modes consisted of guidance-tutoring, imitation, cooperation, and parallel activity. Multivariate and univariate analyses revealed that tutoring and imitation were manifested more in asymmetrical dyads, while cooperation and parallel activity were more frequent in symmetrical dyads. Males in symmetrical dyads displayed the most parallel activity. Males carried out more attempts than females. Regarding performance, males in asymmetrical dyads benefited more from training than the other groups did. Similarities and differences with findings observed in the academic domain are discussed.

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