A Socio-pragmatic Analysis of Taboo Language Using Animal Names in Facebook Messenger in the Jordanian Setting: A Gender-Based Study

2021 ◽  
Vol 13 (3) ◽  
pp. 411-430
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Current Paper ◽  
Frequency Of Occurrence ◽  
Male And Female ◽  
Pragmatic Analysis ◽  
Taboo Words ◽  
Animal Names ◽  
Gender Based ◽  
The Way

The current paper aimed to investigate taboo language using animal names in Facebook Messenger in the Jordanian setting based on the context where it appeared. A total of (100) male and female university students answered a questionnaire devised to examine the way how students use taboo language. It was noticed that "pig" recorded the highest frequency of occurrence comprising (11.59) of the total number of the taboo words followed by "dog" and "bitch". Important differences were observed in the frequency and use of taboo words by male (68. 8 %) and female (32.2%) students. The study explained the reasons why such words were deemed taboo in the Jordanian setting taking into consideration the socio-cultural and religious norms of the society. The study also concluded that taboo language was used to express different themes such as humor, relaxation, anger and abuse. Keywords: Taboo Language, Gender Differences, Themes, Socio-Pragmatic, Facebook Messenger.

scholarly journals Academic procrastination among University students – A gender based study

2020 ◽  
Vol 15 (2) ◽  
pp. 399-403
Author(s):  
Rashmi Rekha Gohain ◽  
Sampreety Gogoi
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Assessment Scale ◽  
Academic Procrastination ◽  
Academic Goals ◽  
Male And Female ◽  
Significant Difference ◽  
The Difference ◽  
Gender Based

Academic procrastination is a tendency of delaying academic-related tasks due to one or other reasons until the last minute of experiencing anxiety and stress associated with it. The present study aims to investigate gender differences in the reasons for academic procrastination among University Students. The sample consists of 199 undergraduate’s students who were selected from Assam Agricultural University (AAU) using Solvin’s formula and proportionate allocation. The procrastination Assessment Scale for Students (PASS) (Solomon and Rothblum, 1984) was administrated to collect the data. The difference between male and female in reasons was checked by using Z test and the results revealed that there is no significant difference in reasons of academic procrastination in relation to gender. Procrastination leads to failure of meeting individual’s academic goals so proper recognition to delaying behaviour is very much important in today’s time for a successful and accomplished life.

scholarly journals An Observational Study Of Verbal And Nonverbal Communication In Female And Male University Students

2019 ◽  
Vol 19 (1) ◽  
pp. 1-18
Author(s):  
Aliyah Ali ◽  
Shagufta Nasreen ◽  
M. Abuzar Wajdi
Keyword(s):  
University Students ◽  
Nonverbal Communication ◽  
Gender Stereotypes ◽  
Female Students ◽  
Speaking Rate ◽  
Male And Female ◽  
Contact Distance ◽  
Power Difference ◽  
Communication Differences ◽  
Gender Based

Gender based sociological and linguistic studies show that differences exist in communication style of men and women, boys and girls. Although many gender stereotypes have changed with modernization and awareness about gender issues however common assumption is that ‘girls are talkative’ and boys are ‘less emotional’. In the context of transitions in culture and society, this study explored verbal and nonverbal communication differences among male and female university students. Using purposive sampling method, male and female students were observed in three types of groups sitting at different social spots in University of Karachi. In total 30 male and 30 female students were observed for verbal and nonverbal communication. The units of observations were Paralanguage (words, pitch, volume, speaking rate) for verbal communication and gestures, facial expressions, eye contact, distance and space when sitting and standing. Results showed that overall both boys and girls were talkative and used slang language within same sex groups. However, the topic of discussion was personal for girls and politics for boys. Females kept a space and distance while sitting and standing as compared to boys. Within groups, male and female student’s body language showed superiority. The study has limitations therefore generalization of results for other gender-typed situations are not promising. Future studies could examine in other situations where status and power difference exist within relationships.

scholarly journals GENDER ROLE NORM CONFORMITY AND SEXUAL ASSAULT RISK AMONG MALE AND FEMALE UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
Joke Depraetere ◽  
Christophe Vandeviver ◽  
Ines Keygnaert ◽  
Tom Vander Beken
Keyword(s):  
Risk Factors ◽  
College Students ◽  
Gender Differences ◽  
Logistic Regression ◽  
Risk Factor ◽  
University Students ◽  
Regression Analyses ◽  
Prevention Measures ◽  
Male And Female ◽  
Role Norm

Scholars have established various risk factors that increase the risk of sexual victimization (SV) among college students. However, little research has focused on gender norm conformity as a risk factor of SV. Addressing this gap in the literature, we conducted a study with 322 men and 815 female university students. Over 51% of women and 23% of men indicated experiencing some form of SV in their lives. Logistic regression analyses revealed various gender differences and established that gender norms predict SV while controlling for established risk factors. We discuss these findings and their implications for prevention measures of SV.

Gender and Course Choice: The Orientation of Male and Female Students

1984 ◽  
Vol 166 (1) ◽  
pp. 89-102 ◽  
Author(s):  
Jane Gaskell
Keyword(s):  
High School ◽  
Gender Differences ◽  
Social Organization ◽  
Academic Work ◽  
Female Students ◽  
Course Enrollment ◽  
Male And Female ◽  
The Social ◽  
The Way

Gender differences in course enrollment in the high school are very pronounced. Most of the academic work on course enrollment has focused exclusively on class tracking and has ignored gender. This paper proposes a framework for looking at course “choice, ”and explores the way course choices are embedded in the social organization of gender and class categories both inside and outside the school.

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

2009 ◽  
Vol 33 (1) ◽  
pp. 54-64 ◽  
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.

scholarly journals The Use of Reading Strategies Amongst Saudi University EFL Students

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.

scholarly journals The Role of Gender in Shame, Hostility, and Aggression Experienced by Caregivers for Patients With Dementia

2018 ◽  
Vol 34 (4) ◽  
pp. 231-235
Author(s):  
Konstantina Avdikou ◽  
Charalampos Stefanatos ◽  
Marianna Tsatali ◽  
Mairy Gouva ◽  
Magda Tsolaki
Keyword(s):  
Gender Differences ◽  
Care Providers ◽  
Severe Dementia ◽  
Male And Female ◽  
External Shame ◽  
Significant Difference ◽  
Male Caregivers ◽  
Males And Females ◽  
The Way

The aim of this study was to investigate the differences between male and female caregivers for patients with dementia in the way they experience various psychosocial parameters such as shame, hostility, and aggression. The sample included 55 caregivers of patients with moderate and severe dementia, whereas the average age was 51 years. Female caregivers were found to experience significantly higher levels of external shame, measured by Other As Shamer scale, than male caregivers, t (53) = 2.54, P < .01. A significant difference was also found between the female and male caregivers regarding their recorded levels of internal shame, measured by Experience of Shame Scale, with female caregivers experiencing more internal shame than their male counterparts, t (53) = 2.11, P < .01. However, no significant differences were found in hostility and aggression between males and females. These results demonstrate the existence of gender differences in the levels of shame experienced by care providers for patients with dementia.

scholarly journals Gender Based Study of Relationship Between Motivation for Reading and Motivation for Learning in University Students

2018 ◽  
Vol 3 (2) ◽  
pp. 249-255
Author(s):  
Asghar Ali Shah ◽  
Muhammad Ali Shah
Keyword(s):  
University Students ◽  
Positive Relationship ◽  
Linear Regression Analysis ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Motivation For Learning ◽  
Gender Based ◽  
Age Range ◽  
The Relationship

The study investigated the relationship between motivation for learning and motivation for reading among university students. A convenient sample of N=300 male and female students was drawn from Punjab University Lahore, Pakistan with age range of 18 to 23 years. Two questionnaires, Motivation for Reading and Motivated strategies for learning were administered on the sample. Results indicates that female students were significantly higher on both, motivation for learning and motivation for reading as compared to male students. Correlational analysis revealed a significant and positive relationship between motivation for learning and motivation for reading. Finally, linear regression analysis revealed that reading motivation is a significantly predictor of learning motivation.

Gender-based Study of Interactive Metadiscourse Markers in EFL Academic Writing

2020 ◽  
Vol 10 (10) ◽  
pp. 1315
Author(s):  
Sahar Nafel Alqahtani ◽  
Safaa M. Abdelhalim
Keyword(s):  
Gender Differences ◽  
Academic Writing ◽  
Cultural Difference ◽  
Female Students ◽  
Male Students ◽  
Writing Teachers ◽  
Male And Female ◽  
Cultural Variations ◽  
Significant Difference ◽  
Gender Based

This study aimed at exploring the gender differences in the usage of interactive metadiscourse markers in a sample of EFL academic essays written by male and female EFL majors joining the College of Languages and Translation, Al-Imam Mohammad bin Saud Islamic University. Further, it aimed at supporting the results with justifications in light of the cultural difference and discursive psychology approaches. To achieve this aim, thirty academic essays written by EFL male students and thirty essays written by EFL female students were analyzed based on the metadiscourse framework proposed by Hyland (2005). In order to achieve an acceptable degree of reliability, the essays were first analyzed electronically using a concordance software program. Then, all the interactive metadiscourse markers were examined qualitatively in context to determine their actual functions. The findings of the study indicated that there was a statistically significant difference between male and female students in using some interactive markers namely transitions, frame markers, and code glosses, in which the female students surpassed male students. The qualitative analysis, on the other hand, indicated that the student's psychological and cultural variations might be a source of gender differences regarding the employment of metadiscourse markers. The study also provided some implications for researchers, writing teachers, and textbook publishers in terms of enhancement of metadiscoursal proficiency in EFL writing classrooms.

scholarly journals Stalking and Intrusive Behaviors in Ghana: Perceptions and Victimization Experiences

2020 ◽  
Vol 17 (7) ◽  
pp. 2298
Author(s):  
Heng Choon (Oliver) Chan ◽  
Lorraine Sheridan ◽  
Samuel Adjorlolo
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Information Seeking ◽  
Third Parties ◽  
Property Damage ◽  
The West ◽  
Gender Distribution ◽  
Male And Female ◽  
African Context ◽  
Stalking Victimization

Most studies of stalking and other forms of intrusive behavior are conducted in the West. Little is known about the phenomenon in the African context. The present work represents the first dedicated stalking study conducted in Ghana. Based on a sample of 371 male and female university students, this study explored the gender distribution of overall perceptions and experiences, and frequency and duration of personal worst experiences of stalking and intrusive behavior. Several significant gender differences were noted. Females were generally more likely than males to perceive a range of intrusive activities as unacceptable. Females and males were equally likely to have experienced aggression and surveillance, and unwanted attention types of behaviors, while males were more likely than females to have experienced persistent courtship and impositions, and courtship and information seeking types of behaviors. In respect of their worst experience of intrusive behavior, females were more likely to report unwanted communications, aggressive courtship, property damage, and harassment of third parties, whilst males were more likely to have been threatened with harm. More than half of our participants (55.5%) were judged to have been stalked. Given the devastating nature and impact of stalking victimization, the findings may provide impetus to increase awareness of stalking in Ghana and add urgency to calls for anti-stalking legislation.

Sign in / Sign up

Export Citation Format

Share Document