Gender Differences in the Self-Concept of Preadolescent Children

The relationship between children's self-perceptions, children's perceptions of others' appraisal (i.e., reflected appraisals) and others' actual appraisals reported by mothers, fathers and teachers were examined. The Self-Description Questionnaire 1 (Marsh, 1988) was presented to 428 children. Parents and teachers were given an adapted form. Additionally, children were asked for reflected appraisals of their mothers, fathers and teachers according to the scales of the SDQ1. Results suggest that the reflected appraisal process is in fact more complicated than originally assumed by the theorist of symbolic interactionism. Thus, besides direct effects from actual appraisal on reflected appraisal and reflected appraisal on selfappraisal, there are also indications of an effect by actual appraisals on self- and reflected appraisals, especially for academic self-concept. Furthermore, results indicate that different significant others have a different impact on the self-perceptions of preadolescent children.

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Cheating and Feeling Honest: Committing and Punishing Analog versus Digital Academic Dishonesty Behaviors in Higher Education

Interdisciplinary Journal of e-Skills and Lifelong Learning ◽

10.28945/3629 ◽

2016 ◽

Vol 12 ◽

pp. 193-205 ◽

Cited By ~ 6

Author(s):

Adi Friedman ◽

Ina Blau ◽

Yoram Eshet-Alkalai

Keyword(s):

Higher Education ◽

Gender Differences ◽

Academic Dishonesty ◽

Academic Integrity ◽

The Self ◽

Self Concept ◽

Positive View ◽

Maintenance Model ◽

Disciplinary Committee ◽

Shed Light

This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997) framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation) and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006) and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008) were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

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DIFERENCIAS DE GÉNERO EN PERSONALIDAD EFICAZ EN SEGUNDO Y TERCER CICLO DE EDUCACION PRIMARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v5.652 ◽

2016 ◽

Vol 5 (1) ◽

pp. 101

Author(s):

Juan Pablo Pizarro Ruiz ◽

Patricia Guerra Mora ◽

Teresa Bermúdez Rey

Keyword(s):

Social Support ◽

Gender Differences ◽

Intrinsic Motivation ◽

Primary Education ◽

The Self ◽

Self Concept ◽

Social Self ◽

Education Students ◽

Apoyo Social ◽

Educación Primaria

Abstract.GENDER DIFFERENCES IN EFFECTIVE PERSONALITY IN SECOND AND THIRD CYCLE OF PRIMARY EDUCATIONIn this communication, gender differences in personality Effective in Primary Education students (8 to 13 years) are studied. The sample consists of 412 students, out of whom 216 were girls (52.4%) and 196 were boys (47.6%). For the evaluation we used Effective Personality Primary 8-12/Extended Questionnaire (CPE-P/8-12/extended), which was elaborated by Pizarro Ruiz, Martín del Buey Palace. Four areas are evaluated within it: Strengths of Self (social self-concept and physical self-concept) Demands of the Self (effective attributions, punishment avoiding, optimistic behaviour expectatives, optimistic performance expectatives, effort attributions, intrinsic motivation), Challenges to the Self (social support searching, positive facing), Relations of the Self (own rights defense, assertiveness). The results show that only statistically significant differences were found in the area of Demands of Self. The girls’ average is higher than the boys’ average. Furthermore, in dimensions level, it has been found that only significant gender differences exist in: effective attributions, optimistic behaviour expectatives, effort attributions and intrinsic motivation. Girls have higher average in effective attributions, optimistic behaviour expectatives, effort attributions and intrinsic motivation than the boys.Keywords Effective Personality, Primary Education, GenderResumen.En esta comunicación se estudia las diferencias de género en la Personalidad Eficaz en alumnado de Educación Primaria (de 8 a 13 años). La muestra está formada por 412 estudiantes, de los cuales 216 son niñas (52,4%) y 196 son niños (47,6%). Para realizar la evaluación se empleó el Cuestionario Personalidad Eficaz-Primaria 8-12/Ampliado (CPE-P/8-12/ampliado), elaborado por Pizarro Ruiz, Martín Palacio y Martín del Buey, en el que se evalúan cuatro esferas: Fortalezas del Yo (autoconcepto social y autoconcepto académico), Demandas del Yo (atribuciones eficaces, evitación del castigo, expectativas optimistas de conducta, expectativas optimistas de rendimiento, atribuciones de esfuerzo, motivación intrínseca), Retos del Yo (búsqueda de apoyo social, afrontamiento positivo) y Relaciones del Yo (defensa de derechos propios y asertividad). Los resultados muestran que únicamente se encuentran diferencias estadísticamente significativas en la esfera Demandas del Yo, siendo la media de las niñas superior al del grupo de los niños. Por otro lado, a nivel de dimensiones, se ha encontrado que sólo se dan diferencias significativas por género en: Atribuciones Eficaces, Expectativas Optimistas de Conducta, Atribuciones De Esfuerzo y Motivación Intrínseca. Las niñas tienen una media superior en atribuciones eficaces, expectativas optimistas de conducta, atribuciones al esfuerzo y en motivación intrínseca.Palabras Clave. Personalidad Eficaz, Educación Primaria, Género

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Age and Gender Differences in the Self-Concept of South African Students

The Journal of Social Psychology ◽

10.1080/00224540109600539 ◽

2001 ◽

Vol 141 (1) ◽

pp. 148-149

Author(s):

Kevin Marjoribanks ◽

Mzobanzi M. Mboya

Keyword(s):

Gender Differences ◽

South African ◽

The Self ◽

Self Concept ◽

Age And Gender ◽

African Students ◽

Age And Gender Differences ◽

And Gender

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Gender Differences in Teachers' Behaviors in Relation to Adolescents' Self-Concepts

Psychological Reports ◽

10.2466/pr0.1995.77.3.831 ◽

1995 ◽

Vol 77 (3) ◽

pp. 831-839 ◽

Cited By ~ 2

Author(s):

Mzobanzi M. Mboya

Keyword(s):

South Africa ◽

Gender Differences ◽

Cape Town ◽

Teacher Behavior ◽

The Self ◽

Self Concept ◽

Scale Scores ◽

Coeducational High Schools ◽

General School ◽

The Relationship

Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' perceptions of teachers' behaviors. The Self-description Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

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