Why do men have higher expectancy than women?

Vollmer, Fred

doi:10.1007/bf00288420

Cited by 31 publications

(10 citation statements)

References 13 publications

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“…The results are consistent with the 1987 findings. They do contrast with the research that has indicated that males tended to have higher personal selfefficacy (Post-Kramer & Smith, 1985;Vollmer, 1986;Zimmerman & Martinez-Pons, 1990). Three practices characteristic of middle school ideology may be associated with the diminished gender differences found in both the 1987 and 1992 studies: (a) schools employing a middle school philosophy make considerable effort to reduce differences in curriculum and participation based on gender; (b) the use of interdisciplinary teaming purports to create a sense of community within a school which addresses the academic and social needs of students; and (c) a core curriculum is provided for all students regardless of gender, and extracurricular programs are designed to minimize competition between students and between schools.…”

Section: As a Results Of Recent Reports Such As Turning Points (Carnegiecontrasting

confidence: 88%

A Longitudinal Study of Interdisciplinary Teaming and Its Influence on Student Self-Concept

Stefanich

Mueller²,

Wills

1992

Research in Middle Level Education

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Thepresent study was partial replication ofastudy donefiveyears earlier whichexamined interdisciplinary teaming in middleschools andtheresulting impact of interdisciplinary teaming on student self-concepts. The degree of interdisciplinary teaming was measured using the stages-of-concern instrument that is a component of the Concerns Based Adoption Model (CBAM). Student self-concept was measured by the Piers-Harris Children's Self-Concept Scale. Results showed that the majority of teachers in Iowaschools are at the early stages of usage of interdisciplinary team teaching and usage overtime does not lead to higher levels of implementation of the concept. In contrast tothe1987 study, whichfoundstudents whoattendedmiddleschools with interdisciplinary teaming hadhigher self-concepts than middle schools in which teaming had not been implemented, this study did not find a significant difference between students in userand nonuser schools.

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Section: As a Results Of Recent Reports Such As Turning Points (Carnegiecontrasting

confidence: 88%

A Longitudinal Study of Interdisciplinary Teaming and Its Influence on Student Self-Concept

Stefanich

Mueller²,

Wills

1992

Research in Middle Level Education

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“…Furthermore, numerous researchers have documented that, compared to men, women tend to have lower self-confidence in their capabilities when facing forthcoming performances on many achievement tasks (e.g. , Erkut, 1983;Gold et al, 1980;Parsons, Ruble, Hodges & Small, 1976;Vollmer, 1986). Could this gender difference in performance expectancies account for the gender difference in evaluative influenceability we have found in our present and previous studies?…”

Section: Self-confidence Differences Cannot Explain This Gender Effectmentioning

confidence: 51%

“…Numerous studies in the achievement literature have shown overall selfconfidence differences between women and men in achievement settings (e.g., Erkut, 1983;Gold, Brush & Sprotzer, 1980;Vollmer, 1986). Some studies of gender and self-confidence have asked the question of accuracy and found women to be more accurate than men.…”

mentioning

confidence: 99%

Gender Comparisons in Responsiveness to Others' Evaluations in Achievement Settings

Roberts

Nolen–Hoeksema

1994

Psychology of Women Quarterly

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An experiment tested three possible explanations for gender differences in responsiveness to others’evaluations in achievement settings. Results replicated previous studies and showed that women and men perceived the valence of evaluative messages similarly. Further, women's privately made self‐evaluations reflected the valence of others’evaluations to a greater extent than men's. Finally, women saw others’evaluations as more accurate assessments of their performance than did men and said they were more influenced by those evaluations than did men. The best explanation for the gender difference in responsiveness to others’evaluations, therefore, seems to lie in women's and men's differing construals of the informational value of those evaluations. The authors propose that different experiences girls and boys have with evaluative feedback may lead to gender differences in beliefs about the informational value of others’evaluations of our competence.

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“…Further, women tend to have lower self-confidence in achievement settings (Erkut, 1983;Vollmer, 1986), which may partially explain their lower self-ratings. This might suggest that women may also rate themselves low relative to others' ratings of them (i.e., they may be underraters).…”

Section: Background Variables and Self-other Agreementmentioning

confidence: 99%

Understanding Self‐other Agreement: A Look at Rater and Ratee Characteristics, Context, and Outcomes

Ostroff

Atwater

Feinberg

2004

Personnel Psychology

158

189

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This study investigated (a) the relative importance of a number of biographic (e.g., age, race, gender) and contextual (e.g., span of control, functional area) variables and their interactions on self-other agreement and (b) the relationship between self-other agreement and outcome variables such as performance and compensation. Usable data were collected from 3,217 managers and their multisource raters in 527 organizations. Multivariate regression procedures (as opposed to categorization procedures) were used to determine the sources of rating disagreement. Results indicated that a significant portion of variance in self-other ratings was accounted for by the set of background/context variables. Self-other agreement was also related to performance, compensation, and organizational level, though rating patterns differed.

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Why do men have higher expectancy than women?

Cited by 31 publications

References 13 publications

A Longitudinal Study of Interdisciplinary Teaming and Its Influence on Student Self-Concept

A Longitudinal Study of Interdisciplinary Teaming and Its Influence on Student Self-Concept

Gender Comparisons in Responsiveness to Others' Evaluations in Achievement Settings

Understanding Self‐other Agreement: A Look at Rater and Ratee Characteristics, Context, and Outcomes

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