For a sample of 222 high school students (124 females and 98 males) enrolled in rural Appalachian schools, gender differences were examined in self-assessments, teacher ratings, and grades in the prediction of verbal reasoning and numerical ability test scores. The results of separate stepwise regression analyses revealed that for females, teacher assessments of ability and grades in English were valid predictors of both verbal and numerical performance ( R2c = .36 and .25, respectively); for males, teacher ratings of obtaining the correct solution to a task, self-assessments, and GPA contributed jointdy to test performance (verbal, R2c = .47; numerical, R2c = .45).
The study compared the views of husbands and wives toward their day‐to‐day communication practices. Wives tended to report less communication or rate the communication lower than their husbands, but both husbands and wives were generally satisfied with the communication in their marriages.
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