Gender Differences in Health-Related Practices among University Students in Northeast Thailand

The study aims at appraising gender differences in health-related practices, and health behaviour among university students of the Khon Kaen University, northeast Thailand, using a self-administered questionnaire. Of 539 university students, there were 155 males, 384 females, with mean ages 19.7 (±1.2) and 19.6 (±1.1) years, respectively. Persistent health problems were not significantly different between male and female students (12.9% vs. 15.4%). An average body mass index (BMI) was significantly different between male and female students (20.2 ± 2.1 vs. 19.8 ± 2.1). Female students reported positive health habits, in terms of drinking, smoking, sun protection, tooth brushing, fruit consumption, conscious efforts to avoid fat and cholesterol, over men, while regular exercise and safety belt use were more likely practised among male students. Using ANOVA and pairwise multiple comparisons, female students demonstrated better health eating habits than men (p=0.0001). Coronary heart disease preventive habits between the medical and non-medical faculty was greater for female students than for male students (p=0.0006 for gender; p=0.0001 for faculty). Health behaviour (combination of health eating habits, deliberate nutritional practices and coronary heart diseases preventive behaviour) was found to be better practised among women than men (p= 0.0001). These findings, therefore, should focus attention on university students as a target group for health education.

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Turn-taking and gender differences in language classroom

Journal of NELTA ◽

10.3126/nelta.v23i1-2.23349 ◽

2018 ◽

Vol 23 (1-2) ◽

pp. 54-67

Author(s):

Kaukab Abid Azhar ◽

Nayab Iqbal

Keyword(s):

Gender Differences ◽

Female Students ◽

Male Students ◽

First Year ◽

Female Teacher ◽

Male And Female ◽

Language Classroom ◽

And Gender ◽

The University ◽

Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

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Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC

Journal of Educational Technology Systems ◽

10.2190/03q1-v1n4-pctf-xw0y ◽

2002 ◽

Vol 30 (4) ◽

pp. 403-426 ◽

Cited By ~ 1

Author(s):

Qing Li

Keyword(s):

Gender Differences ◽

Science Learning ◽

Sixth Grade ◽

Female Students ◽

Male Students ◽

Elementary Student ◽

Interaction Patterns ◽

Male And Female ◽

Language Functions ◽

Mathematics And Science

In this study, gender difference is explored from two perspectives: 1) student interaction patterns, and 2) communication patterns. The data used is collected from a fifth- and sixth- grade classroom in an inner city elementary school in Toronto, Ontario. There were 24 students (12 male students and 12 female students) in the class. First, the interaction patterns of students' mathematics and science learning were examined in terms of turn taking, conversation initiating, and conversation following. The results of the analysis show that male students still take more turns in this CMC setting. Male and female students are equally likely to initialize topics. Those male generated messages were significantly less likely to be followed than those female generated messages. But male and female students are just as likely to follow and support previous messages in this CMC setting. Based on these results, gender differences are then examined with respect to student communication pattern. Communication is explored in terms of language functions. The analysis of the data indicates that female students tend to request more information, but offer fewer explanations and opinions than male students do. With respect to connected initiating messages, female students are found to be similar to male students in the use of the five language functions. However, moving to conversation development, two significant gender differences are found in student use of language functions: female students tend to request more information but offer fewer explanations than male students do in those followed-up messages.

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Gender differences in attachment anxiety and avoidance and their association with psychotherapy use – Examining students from a German university

10.31234/osf.io/473xn ◽

2021 ◽

Author(s):

Rainer Weber ◽

Lukas Eggenberger ◽

Christoph Stosch ◽

Andreas Walther

Keyword(s):

Gender Differences ◽

University Students ◽

Online Survey ◽

Mental Health Problems ◽

Female Students ◽

Attachment Anxiety ◽

Male Students ◽

Attachment Avoidance ◽

Psychiatric Syndrome ◽

Patient Health

Background: Attachment anxiety and avoidance have been insufficiently studied in relation to psychotherapy use. Attachment theory, specifically attachment anxiety and avoidance, might explain gender differences in psychotherapy use, which is generally lower in those identifying as male. In addition, university students are a particularly vulnerable group for mental health problems, and understanding psychotherapy use, especially among mentally distressed male students, is pivotal.Methods: A total of 44,299 students from a German university were invited to participate in an online survey on the topic of "studying with mental stress", and 4,894 completed the survey (adjusted response rate of 11.04%). The students answered questions regarding psychotherapy use, and they completed the Patient Health Questionnaire (PHQ-D) identifying syndromes of depression, anxiety, alcohol use, somatoform and eating disorders. In addition, the Experiences in Close Relationships – Revised (ECR-RD12) questionnaire, was used to measure attachment anxiety and avoidance.Results: Significant gender differences for attachment anxiety and avoidance emerged showing higher attachment anxiety in female students and higher attachment avoidance in male students. In addition, male students used psychotherapy significantly less than female students, and they also intended less to use psychotherapy in the near future. Male students did not differ from female students with regard to mental distress. When exploring regressions to predict psychotherapy use, male students’ attachment anxiety and avoidance predicted use. For female students, only attachment anxiety emerged as a significant predictor. Attachment anxiety further emerged as a significant moderator of the association between suffering from a depressive or somatoform syndrome and current psychotherapy use. In essence, students not presenting a psychiatric syndrome and exhibiting higher attachment anxiety were more likely to use psychotherapy.Conclusion: Attachment anxiety and avoidance are positively associated with psychotherapy use; however, gender differences in attachment anxiety and avoidance may partially explain lower psychotherapy use in male university students. Lower attachment anxiety in male students emerges as a relevant factor explaining lower psychotherapy use in males, which is not balanced by higher attachment avoidance in males.

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FACTORS OF AFFECTING THESIS COMPLETION BY USING CHAID METHOD BASED ON GENDER

HUMANISMA : Journal of Gender Studies ◽

10.30983/humanisme.v3i1.1498 ◽

2019 ◽

Vol 3 (1) ◽

pp. 27

Author(s):

Haida Fitri ◽

Aniswita Aniswita ◽

Charles Charles

Keyword(s):

Gender Differences ◽

Statistical Analysis ◽

Secondary Data ◽

Female Students ◽

Islamic Education ◽

Male Students ◽

English Department ◽

Male And Female ◽

Allocation Of Time

Thesis as one of the requirements to obtain a bachelor degree, ideally it can be completed in one semester, but many students finish the thesis more than the allocated time. This condition is caused by many factors including gender differences, male and female students have many differences especially in the allocation of time to finish a thesis. This research aimed to find out the factors that influence the time needed to finish a thesis and the classification of these factors based on their gender. The factors observed were GPA, gender and competence of the supervisor, types of research used, source of the data and technique of the data collection. The statistical analysis used was the CHAID method. The result of this study showed that out of 387 male students who have graduated in period I to VI, it was found that the factors which influence them to finish their thesis were GPA. While for female students, out of 1150 data, three factors that influence them were major, sources of data and expertise areas of the main supervisors. Moreover, three characteristics of students who finish thesis longer than 6 months were male students with a GPA less than 3,34, female students from Islamic Education/English Department/Math Department with the source primary/ secondary data or others, and female students from guidance and couceling department by the psychologist’s/ others as main supervisor.Keywords: thesis, allocated time to finish thesis, CHAID method.

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Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

International Journal of Education Policy and Leadership ◽

10.22230/ijepl.2019v15n15a890 ◽

2019 ◽

Vol 15 (15) ◽

Cited By ~ 1

Author(s):

Abdourahmane Barry

Keyword(s):

Academic Achievement ◽

Gender Differences ◽

Saudi Arabia ◽

Educational Leaders ◽

Female Students ◽

Male Students ◽

Embryonic Stage ◽

Education Attainment ◽

Male And Female ◽

Equity In Education

Educational leaders must consider equity in education as a priority to make sure all students receive the best education possible. Studies on this topic in Saudi Arabia, however, are still in the embryonic stage. This article, thus, examines whether significant differences in academic achievement exist between male and female students based on gender, subject value, and expectations of education attainment. From a sample study of 3,759 students, the findings showed that female outperformed male students in both math, science, and their domains. Further, the more students value a subject or expect to go far in their education, the higher the score for both students, but female still outperformed male students. Educational leaders should considerthese findings a wake-up call to the persistent academic achievement disparities.

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Foundation Year Students’ Perceptions of Using Social Network Sites for Learning English in the Saudi Context

English Language Teaching ◽

10.5539/elt.v10n6p60 ◽

2017 ◽

Vol 10 (6) ◽

pp. 60

Author(s):

Rana AlShoaibi ◽

Nadia Shukri

Keyword(s):

Social Network ◽

University Students ◽

Social Networking ◽

Social Networking Sites ◽

Social Network Sites ◽

Female Students ◽

Male Students ◽

Male And Female ◽

Perceptions And Attitudes ◽

Learning English

The major aim of this study is to better understand the university students’ perceptions and attitudes towards using social network sites for learning English as well as to identify if there is a difference between male and female university students in terms of using social networking sites for learning English inside and outside the classroom. The study also attempts to identify the social networking sites that are most frequently used by male and female university students in order to learn English. The participants of this study were 20 female and male foundation year students at King Abdul Aziz University in Jeddah, Saudi Arabia. The tool of the study was a questionnaire. The finding of this study showed that male students had positive perceptions and attitudes toward using social network sites for learning English more than female students who had negative perceptions and attitudes. The results also showed that YouTube website was the most frequently used social network site for learning English by male students while the majority of the female students did not have any favorite social network sites because they did not use social network sites for learning English.

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The Use of Reading Strategies Amongst Saudi University EFL Students

Journal of Education and Learning ◽

10.5539/jel.v8n3p234 ◽

2019 ◽

Vol 8 (3) ◽

pp. 234

Author(s):

Sultan Altalhab

Keyword(s):

Gender Differences ◽

University Students ◽

Reading Strategies ◽

Female Students ◽

Limited Time ◽

Male And Female ◽

Efl Students

This study examined the use of reading strategies amongst Saudi EFL university students, exploring which strategies are perceived to be the most frequently used. Additionally, this study also aimed to explore gender differences in Saudi EFL university students’ adoption of reading strategies. The total number of the participants in this study was 148 students (75 male, 73 female) and they completed a questionnaire on the use of reading strategies. The results revealed that Saudi EFL university students were aware of most types of reading strategies. No significant differences were found between male and female students in the use of reading strategies. A noteworthy finding was that most of the students were likely to spend limited time, only 15 minutes or less a day reading English texts.

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UNDERSTANDING THE CONCEPT OF SPUR DIMENSIONS REVIEWED BY THE TERMS OF GENDER DIFFERENCES AND ABILITY CATEGORIZED BY STUDENTS AT MADRASAH IBTIDAIYAH

Al-Bidayah Jurnal Pendidikan Dasar Islam ◽

10.14421/al-bidayah.v13i1.622 ◽

2021 ◽

Vol 13 (1) ◽

pp. 73-90

Author(s):

Hajra Yansa ◽

Murniati Muniati ◽

Nurrahmah Nurrahmah ◽

Nurhayati Nurhayati ◽

Ani Fitriyani

Keyword(s):

Gender Differences ◽

Gender Stereotypes ◽

Female Students ◽

Male Students ◽

Bias Error ◽

Mathematical Concepts ◽

Male And Female ◽

Four Dimensions ◽

Qualitative Descriptive ◽

High Ability Students

These gender differences and abilities categorized by students at Madrasah Ibtidaiyah can understand the concept of SPUR dimension fractions (Skills, Property, Uses, and Representation) that is the focus of this study. Presently, it is to answer the study's neediness about gender differences in math performance recommended by the previous studies. To offer the novelty about the measurement of conceptual understanding in four dimensions because one dimension is not relevant to describe students' understanding comprehensively and deeply of mathematical concepts. This study was a qualitative descriptive that relies on the analysis of test participants' answers; it consists of three male students and three female students representing the high, medium, and low ability categories at Madrasah Ibtidaiyah of Indramayu Regency. The students' participant is determined by purposive sampling. The analysis of the test participants' answers demonstrated the ability to understand the concept of fractions in the SPUR dimension of equality between male and female students in the same ability category. However, the students at every level of ability to achieve a different dimension. Male and female students in the high category achieved the dimensions of skills and property. Male and female students in the medium and low categories achieved skills. High-ability students and the medium category experienced an integer bias error using the integer property infractions. They perform arithmetic operations in the numerator and denominator separately as if they were independent integers. For this reason, students need to develop an understanding of concepts, especially on the dimensions of fraction properties, applications, and their representations, without being influenced by gender stereotypes. This development of understanding can be done through SPUR dimensional exercises that avoid gender bias, and teachers establish communication mathematics teaching in the classroom to engage students in both men and women

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A Comparative Study of Gender Differences in Refusal Strategies from English Majors

Theory and Practice in Language Studies ◽

10.17507/tpls.0908.24 ◽

2019 ◽

Vol 9 (8) ◽

pp. 1040

Author(s):

Qiaoying Wang

Keyword(s):

Gender Differences ◽

Comparative Study ◽

Teaching And Learning ◽

Female Students ◽

Male Students ◽

Pragmatic Competence ◽

Male And Female ◽

English Majors ◽

The Face ◽

Refusal Strategies

Based on Geoffrey Leech's politeness principle (1975), Brown and Levinson's face saving and face threatening theory (1987), this paper is a comparative study of the gender differences in the refusal strategies employed by the English majors. The DCT (Discourse Completing Test) from Tanck Sharyl (2004) is modified in this study. The results of this study show that both male and female students of the English majors use the refusal strategies in a speech act. The differences of refusal strategies between male and female lie in the direct refusal and the indirect refusal. Most of the female students tend to use an indirect refusal politeness strategy to save the others’ face in the communication, avoiding the face threatening, while most of the male students seem to use direct refusal. The achievements of this study make some contribution to the relevant study and provide some indications to English teaching and learning in China. It is of some significance to improve the English pragmatic competence of English majors.

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DIFFERENCES OF MALE AND FEMALE STUDENTS’ UNDERHAND SERVES ABILITY IN MINI VOLLEY BALL BASED ON DEMONSTRATION METHOD

AGENDA: Jurnal Analisis Gender dan Agama ◽

10.31958/agenda.v3i2.4791 ◽

2021 ◽

Vol 3 (2) ◽

pp. 79

Author(s):

Remon Syah ◽

Rini Anita

Keyword(s):

Gender Differences ◽

Action Research ◽

Research Design ◽

Research Result ◽

Fourth Grade ◽

Female Students ◽

Male Students ◽

Male And Female ◽

Classroom Action Research ◽

Better Than

This research is aimed at finding whether demonstration method could enhance students’ ability in conducting underhand services at mini volley ball and how it is viewed in gender differences. The research design was a classroom action research by using two cycles at the fourth grade of SDN 20 Bungo Tanjung. The research result shows that there is an improvement on students’ underhand serves ability in applying demonstrastion method for about 23,8%. Cyle 1 is 66,7 % while at cycle 2 is 90,5%. Meanwhile for gender differences, male students are much better than female students in conducting underhand serves. In short, the use of demonstration method can enhance students’ ability in doing underhand serves.

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