scholarly journals Gender Differences in Depression: Assessing Mediational Effects of Overt Behaviors and Environmental Reward through Daily Diary Monitoring

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Marlena M. Ryba ◽  
Derek R. Hopko
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
Behavioral Activation ◽  
Depression Severity ◽  
Behavioral Models ◽  
Sedentary Behaviors ◽  
Daily Diaries ◽  
Reinforcement Sensitivity ◽  
Environmental Reward ◽  
Behavioral Domains

Gender differences in the prevalence of depression are well documented. To further explore the relation between gender and depression, this study used daily diaries to examine gender differences within thirteen behavioral domains and whether differential frequency of overt behaviors and environmental reward mediated the relationship between gender and depression severity. The sample included 82 undergraduate students [66% females; 84% Caucasian; Mean age = 20.2 years]. Overall, females engaged in a significantly greater breadth of behavioral domains and reported a higher level of environmental reward. Females spent more time in the domains of health/hygiene, spiritual activities, and eating with others. Males spent more time in the domains of physical activity, sexual activity, and hobbies and recreational experiences. Females found social activities, passive/sedentary behaviors, eating with others, and engagement in “other” activities more rewarding. Gender had a significant direct effect on depression severity, with females reporting increased depression. This effect was attenuated by the mediator (total environmental reward) such that to the extent females exhibited increased environmental reward, the gender effect on depression was attenuated. These data support behavioral models of depression, indicate increased reinforcement sensitivity among females, and have clinical relevance in the context of assessment and behavioral activation interventions for depression.

Relationships Among Valued Action, Behavioral Activation, Avoidance, and Reinforcement in a Sample of College Students

2016 ◽  
Vol 118 (1) ◽  
pp. 5-22 ◽  
Author(s):  
S. Doi ◽  
K. Yokomitsu ◽  
Y. Sakano
Keyword(s):  
Acceptance And Commitment Therapy ◽  
Undergraduate Students ◽  
Behavioral Activation ◽  
Depression Scale ◽  
Epidemiological Studies ◽  
Mediating Effect ◽  
Observation Scale ◽  
Acceptance And Commitment ◽  
Environmental Reward

Behavioral activation is a validated intervention for depression, which helps depressed people re-engage overt behaviors to facilitate contacts with reinforcing environmental contingencies and subsequent reductions in depression. Moreover, behavioral activation deals with values that are based on acceptance and commitment therapy. However, there is no empirical study that examines the role of behavior in line with values in behavioral activation. This study examined the role of behavior in line with values in behavioral activation by examining the association between behavior in line with values and variables of behavioral activation intervention targets, as well as the mediating effect of behavioral commitment. Japanese versions of the Personal Values Questionnaire II, the Behavioral Activation for Depression Scale, the Environmental Reward Observation Scale, and the Center for Epidemiological Studies Depression were completed by 292 Japanese undergraduate students ( M age = 19.2 yr., SD = 1.7; 65 men, 226 women, 1 unknown). Results indicated that behavior in line with values was associated with focused, goal-directed activation and completion of scheduled activities, which were mediated by behavioral commitment to values.

A Meta-Analysis of Gender Differences in Applied Statistics Achievement

1996 ◽  
Vol 21 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Christine M. Schram
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
Outcome Measure ◽  
Meta Analysis ◽  
Applied Statistics ◽  
Average Effect ◽  
Course Performance ◽  
Psychology Education ◽  
Business Courses ◽  
Business Departments

This meta-analysis of gender differences examines statistics achievement in postsecondary-level psychology, education, and business courses. Thirteen articles examining 18 samples were obtained and coded for the analysis. The average effect size was –0.08 standard deviation units favoring females; however, the results were heterogeneous. Although no model accounted for all between-studies variation, gender differences could best be predicted from the percentage of undergraduate students in the sample, the department offering the course, and the use of course grade or points for the outcome measure. Undergraduate males showed an advantage over undergraduate females. Univariate tests showed that males also significantly outscored females when the outcome was a series of exams. Conversely, females significantly surpassed males when the outcome was total course performance. Lastly, females outscored males in courses offered by business departments.

Gender and Language

2021 ◽  
pp. 161-177
Author(s):  
Didem Koban Koç
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
The Other ◽  
First Year ◽  
Teaching Program ◽  
Linguistic Features ◽  
The Social ◽  
Social Meanings

The present study investigated gender differences in the use of linguistic features as well as the social meanings attached to those differences. Academic essays, written by 44 (22 male, 22 female) first-year undergraduate students enrolled in the English Language Teaching program at a government university were analyzed with respect to the use of linguistic features (adjectives, empty adjectives, intensifiers, linking adverbials) as well as the number of words and sentences used by the students. The results showed that, in comparison to males, females used more adjectives, intensifiers, and words. Males, on the other hand, used more empty adjectives and linking adverbials than females. Based on the results, pedagogical implications are discussed, and recommendations are provided in order to increase teachers' awareness of gender differences and improve students' writing skills.

scholarly journals Sedentary Behaviors and Physical Activity of Italian Undergraduate Students during Lockdown at the Time of CoViD−19 Pandemic

2020 ◽  
Vol 17 (17) ◽  
pp. 6171 ◽  
Author(s):  
Francesca Gallè ◽  
Elita Anna Sabella ◽  
Stefano Ferracuti ◽  
Osvalda De Giglio ◽  
Giuseppina Caggiano ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Electronic Devices ◽  
Physical Activities ◽  
The Novel ◽  
Sedentary Behaviors ◽  
Active Lifestyle ◽  
Social Contacts ◽  
Positive Effects ◽  
Active Lifestyles ◽  
Novel Coronavirus

Background: From March to May 2020, lockdown measures were adopted in Italy to contain the epidemic of the novel Coronavirus. People were forced to restrict their movement and social contacts, therefore having a higher risk of inactivity. This study, carried out among Italian undergraduates, explored their sedentary and physical activities (PA) during the lockdown with respect to their previous habits. Methods: An electronic questionnaire was administered once to students attending three Italian universities after the end of lockdown. Results: A total of 1430 students (mean age 22.9 ± 3.5 years, 65.5% females) completed the questionnaire. All the sedentary behaviors increased significantly, and all the physical activities decreased significantly during the lockdown. Time spent using electronic devices showed the highest increase (+52.4 min/day), and walking the greatest decrease (−365.5 min/week). Being younger than 22 years old, female, and previously active, attending the universities of Naples and Rome and having at least one graduate parent were associated with the achievement of recommended levels of PA even during the lockdown. Conclusions: This study highlights the reduction of PA among Italian undergraduates in the course of home-confinement due to the CoViD-19 pandemic. The practice of adequate PA during the lockdown was mainly associated with the previous adoption of an active lifestyle. Promoting active lifestyles during the non-pandemic period may have had positive effects also in case of lockdown.

Gender Differences in English Proficiency among Early, Middle and Late Immersion Undergraduate Students: The Role of Individual Difference Factors

2018 ◽  
Vol 8 (1) ◽  
pp. 29-42
Author(s):  
Olusiji Lasekan
Keyword(s):  
Gender Differences ◽  
Second Language ◽  
Individual Difference ◽  
Undergraduate Students ◽  
English Proficiency ◽  
Future Research ◽  
Self Confidence

AbstractA number of s tudies conducted a cross di fferent levels of educa tion ha ve reported tha t female learners’ capa city to lea rn second language successfull y is hi gher than male lea rners ’. However, few wri ters ha ve been able to question and investi gate the effects of di fferent levels of immersions and va rious indi vidual fa ctors on male a nd female lea rners ’ English proficiency at uni versity level . The aim of this study is to exa mine how gender differences in English profi ciency is influenced by individu al di fference fa ctors among ea rl y, middle and late immersion undergradua te students . Both quali tati ve and quanti tati ve methods were used in i nves tiga ting 221 undergraduate s tudents from va rious colleges in the ci ty of Gulba rga , India. The resul ts reveal tha t the female lea rner’s hi gher English proficien cy compa red wi th the male learners’ is pa rtl y caused by their s tronger a tti tude towa rd English langua ge educa tion and self -confidence to lea rn the langua ge successfull y. Implica tions of the resul ts and future research di rections a re also presented.

scholarly journals Exploring the Relationship between Learners Gender Differences and Communication Apprehension Considering the Class Participation in Iranian EFL Context

2015 ◽  
Vol 48 ◽  
pp. 91-99
Author(s):  
Ali Faridizad ◽  
Shahla Simin
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
Communication Apprehension ◽  
English Literature ◽  
Research Question ◽  
Oral Communication ◽  
Simple Random Sampling ◽  
Sampling Procedure ◽  
Class Participation ◽  
The Relationship

The ability to communicate effectively is the optimum goal of learning English. Class participation plays a pivotal role in improving oral communication. Some obstacles prevent students from reaching class participation which may halt student' potent communication. Oral communication apprehension has been found to be the most important factor affecting the class participation. With all the differences separating males and females, it is no surprise that communication apprehension would be affected by gender differences. The goal of this study is to investigate the relationship between learners' gender differences and oral communication apprehension with respect to class participation. To achieve this goal, 140 undergraduate students including 70 males and 70 females majoring in English literature, translation and teaching from Sheik-Bahai University were selected. This sample was chosen by means of simple random sampling procedure. A questionnaire was utilized as the instrument to examine the relationships between learners' gender differences and oral communication apprehension. The data accumulated by means of the questionnaire were analyzed to ascertain the answers to the research question. In general, the findings showed that female students tend to be more apprehensive than men regarding the class participation.

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