The Psychology of Gender 4th Edition
Achievement 195 over adolescence (Biro et al., 2006), which may explain why the meta-analytic review showed that the sex differe ...
196 Chapter 6 components of self-esteem (see Helgeson, 1994c, for a review). Communion is often re- lated to the social aspects ...
Achievement 197 of Italian children showed that perceptions of males as better than females in math emerged around fifth grade ( ...
198 Chapter 6 influenced by people’s actual abilities. In one study, stereotype threat was induced by hav- ing students take a m ...
Achievement 199 as a problem-solving task. In the second condition, the task was described as a math test. In the third conditio ...
200 Chapter 6 is due to effort rather than ability, or educating people about stereotype threat. ■ Stereotype threat may interfe ...
Achievement 201 for independence and separation may really be their desire to form broader social connec- tions with others, suc ...
202 Chapter 6 her. So wise at the age of 13, she continued on by telling us, “I have to tell myself that. That’s how I make myse ...
Achievement 203 and men’s performance would influence the attributions made. This model is shown in Figure 6.10. The first part ...
204 Chapter 6 no overall sex difference, but there was a sex by age interaction, meaning that the sex dif- ference depended on t ...
Achievement 205 Implications for Achievement. What are the implications of sex differences in attribu- tions for performance? If ...
206 Chapter 6 are not independent, as performance expec- tancies influence values. That is, how much ability a child perceives s ...
Achievement 207 that competence beliefs are more strongly linked to performance, and values are more strongly linked to what we ...
208 Chapter 6 The Influence of Parents A great deal of evidence indicates that parents influence children’s perceptions of compe ...
Achievement 209 those stereotypes into their beliefs about their individual daughters and sons. Parents’ stereotypes also lead t ...
210 Chapter 6 pursuit of different activities by their emotional reactions to performance (e.g., joy rather than contentment wit ...
Achievement 211 time they spend with children, and the attributions they make for performance. ■ Parents’ communications influen ...
212 Chapter 6 and boys receive more criticism from teachers. Teachers, especially male teachers, seem to be reluctant to critici ...
Achievement 213 noted whether the feedback was positive or negative and whether it pertained to the chil- dren’s intellectual pe ...
214 Chapter 6 classroom—especially about their conduct (Myhill & Jones, 2006). One study showed that this kind of negative f ...
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