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In most societies, women are less likely to choose a science, technology, engineering and mathematics (STEM)-related study program than men. This problem persists despite numerous initiatives aimed at fostering the uptake of STEM subjects by women, who represent an underutilized source of talent in a time of great need for STEM professionals. Many reasons for women’s avoidance of the path into STEM-related areas have been discussed, including weaker mathematical skills, implicit gender stereotypes or structural deficits in school education. One variable which is presumably at the core of decisions regarding a specific study subject is motivation. We aim to look in greater depth at the basis for motivation by referring to self-determination theory (SDT). Here, we specifically focus on the needs for competence and autonomy which represent pivotal sources of motivation, effective performance and psychological well-being and are assumed to be positively correlated with academic achievement and perseverance. In line with previous SDT research, we assume that self-perceptions during STEM studies contribute to experiences of competence and autonomy and may be responsible for gender disparities. To examine whether and how a sex-specific perception of autonomy and competence influences decisions regarding STEM subjects, we conducted a survey study of Master’s students ( N = 888; 461 female, 427 male), who were enrolled either in STEM or non-STEM subjects, and asked about students’ motivations, perceived competence (e.g., self-efficacy) and autonomy (e.g., volitional decision for a study major). The results revealed several main effects of study major and only a small number of interaction effects of sex and subject. For example, non-STEM students were more likely to enroll due to their stronger interest in their subject, signifying higher autonomy, while STEM students were more likely to select their subject according to their families’ wishes. The comparison between female and male STEM students revealed that males perceived more self-efficacy and reported more leadership aspirations while female STEM students have lower perceptions of their own competence, especially regarding perceived future competences.

Mobile dating apps like Tinder became very popular among young adults, and, in contrast to mobile dating websites, they were designed to create a more game-like experience. While it is well documented that seeking entertainment is one core motivation for mobile dating app use, the social nature of entertainment has garnered less attention. Therefore, in this paper we draw on research on entertainment in dating apps and the socio-physical contexts of use to identify patterned behaviors of heterosexual users. To do this, we employed a qualitative multi-phase research approach. First, we conducted 20 interviews with mobile dating app users. Based on the findings from that study, we conducted gender-specific focus groups and a discourse analysis to explore the social phenomena identified in phase one. Our findings suggest the fun of mobile dating is not just interacting with potential matches through the apps, but the use of the apps among one’s friends. These “dating games” are entertaining, but importantly mitigate potential social or physical risks of mobile dating. Unsurprisingly, notions of “play” across the interview, focus group, and discourse analyses reflect highly gendered practices surrounding mobile dating apps and different risks associated with such games.

As 3D movie screenings have recently seen an increase in popularity, it would appear that 3D is finally ready to stand the test of time. To examine the effect of 3D on the experience of enjoyment, we refer to the model of entertainment by Vorderer, Klimmt, and Ritterfeld (2004), according to which both technological and personal prerequisites can induce enjoyment. The model was further adapted for the cinema context by including the appeal of special effects, fanship, age, and gender. To ascertain the impact of the suggested prerequisites, we conducted a field study comparing the enjoyment experiences of 2D and 3D audiences watching the same fantasy movies in a between-subjects design (N ¼ 289). Results showed that the technological features of stereoscopic 3D cannot predict enjoyment. However, the feeling of presence, the appeal of the special effects, and fanship are predictors of enjoyment.

The face with its structural and nonverbal features is the most important cue in interpersonal face-to-face communication (e.g. Dion et al., 1972;Reis et al., 1990). The aim of the presented study is to examine whether physical attractiveness and nonverbal cues in virtual representations can elicit interpersonal effects comparable to those evoked in face-to-face contacts. In a 2 (observer's nationality) x 2 (smiling, non-smiling) x 3 (sender's attractiveness) x 2 (sender's gender) x 2 (observer's gender) experimental design 158 German and 128 Malaysian participants evaluated 18 faces (9 smiling, 9 non-smiling) concerning attractiveness, social competence and dominance. Analyses show several effects, e.g. indicating that the same facial features are attractive in virtual faces and human faces.