Masculinity–femininity as a national characteristic and its relationship with national agoraphobic fear levels: Fodor’s sex role hypothesis revitalized

Arrindell, Willem A.; Eisemann, Martin; Richter, Joachim; Oei, Tian P. S.; Caballo, Vicente E.; Ende, Jan van der; Sanavio, Ezio; Bagés, Nuri; Feldman, Lya; Torres, Barbara A.; Sica, Claudio; Iwawaki, Saburo; Hatzichristou, Chryse

doi:10.1016/s0005-7967(02)00188-2

Cited by 41 publications

(24 citation statements)

References 29 publications

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“…Fodor (1974) has advanced theoretical speculations for explaining the frequency of phobic disorders in some societies. Based on his assertions, masculine-tough and nervous-stressful societies are characterized by higher rates of phobic disorders (Arrindell et al, 2003). Israeli youth live in a masculine and stressful psychological atmosphere.…”

Section: Discussionmentioning

confidence: 99%

Prevalence of self-reported specific phobia symptoms in an Israeli sample of young conscripts

Iancu

Levin²,

Dannon³

et al. 2007

Journal of Anxiety Disorders

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Section: Discussionmentioning

confidence: 99%

Prevalence of self-reported specific phobia symptoms in an Israeli sample of young conscripts

Iancu

Levin²,

Dannon³

et al. 2007

Journal of Anxiety Disorders

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“…In other words, there can be a tendency toward masculinity of females and an inclination of femininity by males (Arrindell et al, 2003;Leszczynski, 2009;Navarro, Flores, Lee, & Gonzalez, 2014). Thus, it is proposed that the superior learning performance of Chinese female undergraduates may be a state condition rather than a female trait.…”

Section: Was It a State Or A Trait That Chinese Females Showed Bettermentioning

confidence: 99%

Do Females Learn Better Than Males? Gender Differences in Learning Values, Abilities, Emotions, and Behaviors for Chinese Undergraduates

Rong¹,

Lin²,

Lian³

2017

JPR

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The purpose of this study is to test the gender differences in learning values, abilities, emotions, and behaviors for Chinese undergraduates. A total of 3, 827 Chinese undergraduates were recruited from nine universities in China.Eight measures were used to assess students' learning values, abilities, emotions, and behaviors. Results showed that Chinese female undergraduates performed better than male undergraduates in these four aspects of learning psychology. Specifically, (1) Females paid more attention to learning value; (2) Females showed greater self-perceptions of abilities in learning self-regulation, learning strategy, and the use of learning conditions; (3) Females showed more creative learning emotion; and (4) Females were more engaged in learning and demonstrated less learning procrastination than did males. It is suggested that the superiority of learning mentalities for Chinese female undergraduates may be a state rather than a trait, and it may result from the gender differences in social development.

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“…Furthermore, several cross-cultural studies have reported a gender effect in fear reporting towards harmless animals or disgust-relevant animals, such as spiders, snakes, or worms (Davey et al, 1998). It appears that the extent of this gender effect varies according to specific types of stimuli, with fears of harmless animals (e.g., dogs, spiders) being most pronounced (Arrindell et al, 2003), whereas no gender effect was observed in fears of enclosed spaces, loud noise, or bodily injury (e.g., Tucker & Bond, 1997). Davey et al (1998) found that women were more fearful of disgustrelevant animals (e.g., worms, spiders) than men, whereas there ଝ Portions of this paper have been presented at the annual meetings of the Association for Behavioral and Cognitive Therapy in Orlando, 2008, andSan Francisco, 2010. * Corresponding author at: Department of Psychology, University of Nebraska -Lincoln, Lincoln, NE, United States.…”

Section: Introductionmentioning

confidence: 99%

Gender, gender roles, and anxiety: Perceived confirmability of self report, behavioral avoidance, and physiological reactivity

Stoyanova

Hope

2012

Journal of Anxiety Disorders

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Despite the well-documented gender effect in anxiety, less is known about contributing factors to women's greater risk for anxiety and fears. The present study examined the relationship between gender, gender role orientation (i.e., expressivity/instrumentality) and fear of harmless insects (tarantula), using a multimodal approach of self-report measures, a Behavioral Approach Test (BAT), and physiological reactivity. Participants (144 college students; 67 women, 77 men) completed a questionnaire packet and then were instructed to approach a tarantula. We were unable to replicate Pierce and Kirkpatrick's (1992) findings that men underreport anxiety. Consistent with the literature, women in the study experienced greater anxiety and avoidance compared to men. However, men and women did not differ on physiological reactivity during the first 2 min of the BAT. The concordance across avoidance, anxiety and heart rate reactivity differed by gender, suggesting that men and women have different experiences when faced with a fearful object. Furthermore, instrumentality (masculinity) was negatively related to anticipatory anxiety for women but not for men.

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Masculinity–femininity as a national characteristic and its relationship with national agoraphobic fear levels: Fodor’s sex role hypothesis revitalized

Cited by 41 publications

References 29 publications

Prevalence of self-reported specific phobia symptoms in an Israeli sample of young conscripts

Prevalence of self-reported specific phobia symptoms in an Israeli sample of young conscripts

Do Females Learn Better Than Males? Gender Differences in Learning Values, Abilities, Emotions, and Behaviors for Chinese Undergraduates

Gender, gender roles, and anxiety: Perceived confirmability of self report, behavioral avoidance, and physiological reactivity

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