The effects of sex-role standards for achievement and sex-role preference on three determinants of achievement motivation.

Stein, Aletha Huston

doi:10.1037/h0030430

Cited by 97 publications

(39 citation statements)

References 9 publications

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“…At least one author (Brush, 1980) has suggested that girls prefer language arts because of the emphasis on interpretation and opinions that allows them to use their verbal skills. It is possible that girls' feelings of competence in language arts are related to other factors, however, such as reading more books (Hedges & Nowell, 1995), early gender differences in language development (Hyde & Linn, 1988), or general stereotypes about reading being a feminine activity (Eccles, Jacobs, & Harold, 1990;Stein, 1971).…”

Section: Discussionmentioning

confidence: 99%

Changes in Children’s Self‐Competence and Values: Gender and Domain Differences across Grades One through Twelve

et al. 2002

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This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.

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Section: Discussionmentioning

confidence: 99%

Changes in Children’s Self‐Competence and Values: Gender and Domain Differences across Grades One through Twelve

et al. 2002

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“…When the achievement is defined as suited to women (in an experimental situation), the girls' behavior changes, as does their achievement (Hout & Entwisle, 1968). They are then prepared to compete and take part in achievement-oriented assignments (Stein, 1971).…”

Section: Sex and Achievementmentioning

confidence: 99%

Achievements and Aspirations Among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Kfir

1988

American Educational Research Journal

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Two important attributes that tend to interact with achievement in de termining an individual's status are sex and ethnic group affiliations. Accordingly, it was hypothesized that achievement and aspiration differences would be found between the sexes within different ethnic groups in society and that in some cases there would be a sex-ethnic origin interaction, meaning that gender differences would vary by ethnic group. After controlling for socioeconomic status (SES) and ability, social sex roles and the process of identifying with them were expected to explain the differences between boys and girls in achievements and aspirations. Such differences were found in the discontinuity of girls' achievements in high school (teacher evaluations, grouping and tracking, getting into the academic track, number of school years-all girls' advantages) and their early status attainment as it is expressed in cognitive achievement and educational and occupational aspirations at age 17-18.

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“…superiority decreases with age; Stein and Bailey (1973) propose that this is due t o a decrease in the female's expectancy o f the attainment of excellence during adolescence. Female ninth graders have a lower expectancy of success than female sixth graders have.…”

Section: A V I D Cole Kralg King Andrew Newcombmentioning

confidence: 99%

Grade Expectations as a Function of Sex, Academic Discipline, and Sex of Instructor

Cole

King

Newcomb

1977

Psychology of Women Quarterly

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Twelve hundred and fifty college students starting introductory courses in thirteen academic disciplines were asked to predict their grade in the course. Results showed that overall, males predicted higher grades for themselves than did females (p <.001). This held true for entering freshmen as well as for those with previous college experience. The phenomena was noted in 26 of 37 classes tested, including 7 of 9 in the natural sciences, 11 of 13 in the social sciences, but only 8 of 15 in the humanities. Sex of the instructor was irrelevant, raising the question of whether female instructors as role models have the positive effect upon women students that has been claimed. The differences found were slight, but persistent. Both sexes predicted very high grades. The data suggest that sex differences in prediction were not based on a female sense of incompetence, but upon a greater willingness among males to make highly positive predictions.

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The effects of sex-role standards for achievement and sex-role preference on three determinants of achievement motivation.

Cited by 97 publications

References 9 publications

Changes in Children’s Self‐Competence and Values: Gender and Domain Differences across Grades One through Twelve

Changes in Children’s Self‐Competence and Values: Gender and Domain Differences across Grades One through Twelve

Achievements and Aspirations Among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Grade Expectations as a Function of Sex, Academic Discipline, and Sex of Instructor

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