The influence of core self-evaluations on helping behaviour and academic achievement: The gendered effects

Abstract

Understanding the gendered effects of core-self-evaluations (CSEs) on helping behaviour and academic performance is important for targeted development of students. However, little is known about the relationships among these focal constructs. The objective of this study was to examine how gender moderates the relationships between students’ CSEs and both their helping behaviour and academic performance. The study was based on a random survey of 400 participants enrolled in business courses in a public university in Lesotho, and was analysed within the framework of goal–orientation (GO) and CSEs theories. Correlations and moderated hierarchical regression analyses were used to analyse data. The results suggest that CSEs of students in the sample had a significant impact on their helping behaviour, but did not significantly affect their academic performance. There were significant differences between males and females in terms of academic performance, with females performing better than males. Gender further moderated the relationship between CSEs and helping behaviour such that the relationship was stronger for males rather than females. Contrary to expectations, the gendered effects of CSEs on academic performance were not significant. Theoretical and practical implications are discussed.