Examine Gender Differences Research Articles

Fragility and forgiveness: Masculinity concerns affect men's willingness to forgive

Research has identified forgiveness as one of the most productive forms of resolution following an interpersonal transgression. Despite the benefits of forgiveness, some individuals are more forgiving than are others. Although past work has examined gender differences in forgiveness, less is known about how within-sex individual differences may affect the willingness to forgive. In this paper, we study how masculinity concerns relate to forgiveness in men. We assert that forgiveness is associated with a perceived lack of masculinity and predict that, because of this relationship, men who are more concerned about maintaining their sense of masculinity will be less forgiving following a transgression. Across four studies, we find support for our predictions. In addition, we show how a small intervention in which participants reassert their sense of manhood reduces this effect, making men more willing to forgive.

What books should we like? A study of gender differences and stereotypes in the reading behaviors of Chinese middle school students.

This study investigated gender differences in the reading behaviors of Chinese middle school students, and whether gender stereotypes relating to choices of reading matter are supported. A mixed-methods approach was adopted. Three thousand nine hundred and fifteen middle school (Grade 7) students completed a questionnaire designed to assess reading behaviors. Independent sample t-test and chi-square analyses were employed to examine gender differences in reading behaviors. The qualitative survey was supplemented with an open response survey (94 boys, 50 girls), which provided further insights into individuals' specific experiences and perspectives regarding reading behaviors and gender stereotypes in reading choices. This study revealed a number of gender-linked differences. Boys spent more time reading than girls but read the same number of books; boys were also more likely than girls to read digital texts, while girls were more likely to borrow their reading material. Choice of subject matter also differed: boys were more likely to read factual and action-based books, while girls' choices focused more on motives and emotions. Another significant difference was that boys paid more attention to the overall experience of reading, while girls paid more attention to the details of reading. Responses to the open response survey indicated that gender stereotypes in reading choices were prevalent among respondents, but some students' reading choices did not align with the stereotype associated with their gender. The mixed-methods approach proved valuable in both identifying gender differences in reading behaviors, and in highlighting the prevalence of gender stereotypes in reading choices among middle school students.

Reciprocal relationship between self-efficacy and achievement in mathematics among high school students

Self-efficacy or perceived ability refers to the confidence an individual has in their ability to successfully perform a specific task. Previous researchers have demonstrated the importance of self-efficacy beliefs and its impact on predicting students’ mathematics performances. Specifically, gender has been regarded as an important moderator variable in the prediction of achievement from measures of affect. To this end, using data from High School Longitudinal Study of 2009, this study utilized the multi-group analysis under the framework of structural equation modeling to examine gender differences in the reciprocal relationship between mathematics self-efficacy and mathematics achievement. The results showed that there were statistically significant differences between male students and female students in the reciprocal relationship between mathematics self-efficacy and mathematics achievement; the impact of prior mathematics achievement on later mathematics achievement was stronger than the impact of prior mathematics self-efficacy on later mathematics self-efficacy. Significance of these findings were discussed in this paper.

Gender differences in illicit drug access, use and use disorder: Analysis of National Survey on Drug Use and Health data

Although gender differences in the prevalence of substance use disorders (SUD) have been well-characterized, little is known about when gender differences emerge along the continuum of substance use. Understanding the contribution of gender to risk at key transition points across this continuum is needed to identify potential mechanisms underlying gender differences and to inform improved gender-responsive interventions. To characterize gender differences in the progression of cannabis, cocaine, and heroin use, the current study used data from the United States-based 2015–2019 National Survey on Drug Use and Health to quantify gender differences in: (1) perceived access to drugs, (2) lifetime drug use among individuals with at least some access, and (3) past-year SUD among those who had ever used each drug. Logistic regressions were conducted for each drug to examine gender differences across all three stages, controlling for sociodemographic factors and survey year. Compared to women, men had higher odds of reporting access to and lifetime use of all three drug types. Men also had higher odds of past-year cannabis and cocaine use disorders compared to women. Results suggest gender differences emerge in the earliest stage of drug use (access) and may accumulate across the stages of use. The magnitude of gender differences varied across stages, with the largest differences observed for odds of drug initiation among those with perceived access to each drug. Longitudinal data will be needed to confirm these findings and to provide insight into potential contributors to gender-specific risk and intervention targets across the continuum of drug use severity.

Estimating Gender Differences in the Association between Cognitive Resilience and Mild Cognitive Impairment Incidence

Introduction: Recent evidence suggests that the influence of verbal intelligence and education on the onset of subjective cognitive decline may be modulated by gender, where education contributes less to cognitive resilience (CR) in women than in men. This study aimed to examine gender differences in the association between CR and mild cognitive impairment (MCI) incidence in an Australian population-based cohort. Methods: We included 1,806 participants who had completed at least the first two waves and up to four waves of assessments in the Personality and Total Health (PATH) Through Life study (baseline: 49% female, male = 62.5, SD = 1.5, age range = 60–66 years). CR proxies included measures of educational attainment, occupation skill, verbal intelligence, and leisure activity. Discrete-time survival analyses were conducted to examine gender differences in the association between CR proxies and MCI risk, adjusting for age and apolipoprotein E4 status. Results: Gender differences were only found in the association between occupation and MCI risk, where lower occupation skill was more strongly associated with higher risk in men than in women (odds ratio [OR] = 1.30, 95% confidence interval [CI] [1.07, 1.57]). In both genders, after adjusting for education and occupation, one SD increase in leisure activity was associated with lower MCI risk by 32% (OR = 0.76, 95% CI [0.65, 0.89]). Higher scores in verbal intelligence assessment were associated with reduced risk of MCI by 28% (OR = 0.78, 95% CI [0.69, 0.89]). Conclusion: Occupational experience may contribute to CR differently between genders. Life course cognitive engagement and verbal intelligence may be more protective against MCI than education and occupation for both men and women.

Gender differences in patterns of cartilage loss: Data from the Osteoarthritis Initiative

OBJECTIVEUnderstanding gender-specific differences in patterns of cartilage loss can improve our knowledge of the pathogenesis of knee osteoarthritis (KOA) development and progression and may inform clinical trials of treatments for KOA. The goal of our observational study was to examine gender differences in patterns of cartilage loss in the central weight-bearing regions of the femur. METHODSWe measured cartilage volume change in the indexed knee of 700 subjects with Kellgren-Lawrence (KL) 1, 2, or 3 from the OAI for four follow-up periods (BL to 24mo, BL to 48mo, BL to 72mo, and BL to 96mo) using the local area cartilage segmentation (LACS) method. Briefly, the LACS method uses robust coordinate systems fixed to anatomical landmarks to measure patterns of change in cartilage volume in sub-regions using responsiveness heat maps. RESULTSWe observed a statistically significant gender difference in cartilage change in the medial femur (MF), lateral femur (LF), and medial tibia (MT). The heat maps, showed loss was primarily in the posterior central weight-bearing portion of the LF and more general in the LT and MF. Similar patterns were observed for each of the four follow-up periods. CONCLUSIONSThe LACS method was capable of illustrating gender-specific differences in patterns of cartilage loss that may offer insight into the variation of gender differences in the natural history of KOA and may be useful in evaluating the benefit of interventions for KOA.

Acquisition of Program Graduate Traits of Teacher Interns in a Philippine State University: Implications for Elementary Teacher Education Management

This study aims to explore the correlation between program graduate trait acquisition (PGT) and the scholastic performance of elementary school teacher interns at a public university in Leyte, Philippines, and compare scholastic performance and PGT acquisition between male and female respondents. The research design was correlational and comparative, involving 40 respondents selected through purposive sampling. Data was collected using a 5-point Likert scale questionnaire to measure respondents' PGT and scholastic performance. Data analysis was performed using Spearman's rank correlation coefficient to examine the relationship between PGT and scholastic performance and the Mann-Whitney Wilcoxon Test to examine gender differences in PGT acquisition and scholastic performance. The results showed no significant correlation between PGT acquisition and scholastic performance. Additionally, there were no significant gender differences in PGT acquisition, highlighting the importance of recognizing individual skills without regard to gender stereotypes. However, the results showed that male respondents demonstrated superior scholastic performance to female respondents, suggesting that educational choices may be better suited to individual strengths. The implications of these findings can encourage the development of educational programs that are more inclusive and support the development of individual potential regardless of gender.

Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model

AbstractThis study capitalizes on response and process data from the computer‐based TIMSS 2019 Problem Solving and Inquiry tasks to investigate gender differences in test‐taking behaviors and their association with mathematics achievement at the eighth grade. Specifically, a recently proposed hierarchical speed‐accuracy‐revisits (SAR) model was adapted to multiple country‐by‐gender groups to examine the extent to which mathematics ability, response speed, revisit propensity, and the relationship among them differ between boys and girls. Results across 10 countries showed that boys responded to items faster on average than girls, and there was greater variation in boys’ response speed across students. A mixture distribution of revisit propensity was found for all country‐by‐gender groups. Both genders had moderate to strong negative correlations between mathematics ability and response speed, supporting the speed‐accuracy tradeoff pattern reported in the literature. Results are discussed in the context of low‐stakes assessments and in relation to the utility of the multiple‐group SAR model.

Biomedical students’ self-efficacy and academic performance by gender in a flipped learning haematology course

IntroductionThis study investigated the impact of flipped learning versus traditional instruction on medical students’ academic performance and self-efficacy in a haematology course, and examined gender differences. Flipped learning is an instructional approach where students review pre-recorded lecture content at home, and active learning occurs in the classroom. Self-efficacy refers to students’ beliefs in their ability to succeed and accomplish learning goals.MethodsA quasi-experimental study was conducted with 86 third-year Saudi medical students (46 males, 40 females) in a 10-week haematology course. Students were assigned to flipped learning group (n = 41) or traditional lecture group (n = 45). Both groups completed pre- and post-intervention academic tests and self-efficacy surveys. Data were analyzed using descriptive statistics and t-tests.ResultsThe flipped learning group showed an increase in academic scores (p <.05) and self-efficacy scores (p <.05) compared to the traditional group, but between group differences were not statistically significant. Female students in the flipped learning group showed the greatest increase in academic scores and self-efficacy. Most students perceived flipped learning positively for enhancing learning and preparation for class.ConclusionFlipped learning promoted self-efficacy compared to traditional lectures in medical students. Gender-specific benefits were observed, highlighting the need to design instruction to meet diverse student needs.

Gender-Specific Non-Disclosure of Mental Distress

Research suggests that non-disclosure of mental distress is associated with poorer mental health. While men are more reluctant to communicate about personal issues with informal and professional social contacts, little is known about the reasons for and factors associated with non-disclosure among men and women. Based on the Disclosure Decision-Making Model and the Communication Privacy Management Theory, we conducted a cross-sectional online survey with a quota sample of 2,471 participants in Germany. In the study, we (a) examined gender differences regarding non-disclosure of distress, (b) aimed to identify individual and relational factors associated with non-disclosure for both genders, and (c) studied men’s and women’s reasoning for non-disclosure of mental distress. Findings demonstrate that (a) non-disclosure was not higher in the male subsample but men had less trusted contacts; (b) individual level factors, particularly the conformity to traditional gender norms, were associated with non-disclosure among both genders; (c) men stipulated the superficiality of the relationship as more relevant reasons, while women indicated privacy and feelings of shame/self-blame as more important. The study findings might inform gender-sensitive mental health campaigns in the sense that questioning traditional gender norms could contribute to disclosure of mental distress among both men and women.

Emotion Regulation Strategies and Mental Health in Dementia Caregivers: The Moderating Role of Gender

Introduction: Providing care for a loved one with dementia can engender intense emotions that contribute to symptoms of anxiety and depression. Caregivers often attempt to regulate their emotions using strategies like cognitive reappraisal (CR; changing how they think about the situation) or expressive suppression (ES; hiding their emotions). However, men and women caregivers may differ in their use of these strategies. The current study examines gender differences in reported CR and ES usage and their associations with depression and anxiety in dementia caregivers. Methods: We combined data from three independent studies of informal dementia caregivers (total N = 460) who reported on their use of CR, ES, and symptoms of anxiety and depression. Results: Women caregivers reported greater use of CR and less use of ES compared to men. Gender moderated the association between CR and depression, such that greater use of CR in women was associated with fewer depressive symptoms, but not for men. Gender did not significantly moderate the association between ES and depression, or between either emotion regulation strategy and anxiety. Conclusion: Findings of a unique relationship between greater CR use and less depression among women CGs, although correlational, suggest that utilizing CR may be particularly helpful for reducing depression in women caregivers. These results underscore the need for further research to determine how best to support the mental well-being of dementia caregivers.

Sex differences and determinants of anxiety symptoms in patients with COPD initiating pulmonary rehabilitation

BackgroundAnxiety is common in patients with chronic obstructive pulmonary disease (COPD). However, there is little evidence available regarding gender differences, and severity of dyspnea in relation to anxiety in patients with COPD. AimsWe examined gender differences and the association of dyspnea with anxiety in a cohort of patients with COPD prior to entering a pulmonary rehabilitation (PR) program. MethodWe analyzed data from a prospective cohort of COPD patients who attended PR from 2013 to 2019 in Lytham, Lancashire, UK. Patients were aged 40 years or older with a post-bronchodilation forced expiratory volume in 1 s (FEV1) less than 80 % of the predicted normal value and FEV1/FVC (forced vital capacity) ratio less than 0.7. We assessed quality of life (QoL) using the Saint George's Respiratory Questionnaire (SGRQ), anxiety using the Anxiety Inventory for Respiratory disease (AIR), dyspnea using the modified Medical Research Council (mMRC) scale, and exercise capacity using the Incremental Shuttle Walk Test (ISWT). ResultsNine hundred ninety-three patients with COPD (mean age = 71 years, FEV1/FVC = 58 % predicted, 51 % male) entered the PR program. Of these, 348 (35 %) had anxiety symptoms (AIR ≥8); of these 165 (47 %) were male and 183 (53 %) female, (χ2 = 3.33, p = 0.06). On logistic multivariate analysis, the following variables were independently associated with elevated anxiety: younger age (p < 0.001), female sex (p = 0.03), higher SGRQ-total score (p < 0.001) and high FEV1/FVC (p < 0.002). Dyspnea was associated with anxiety r = 0.25, p < 0.001. ConclusionOver a third of COPD patients had clinically relevant anxiety symptoms with a higher prevalence in women than men. Anxiety was associated with younger age, female gender, and impaired QoL. Early recognition and treatment of anxiety in patients with COPD is worthy of consideration for those attending PR, especially women.

Forgiveness Across Gender and Other Demographics: A Brief Review

The reliability of the Heartland Forgiveness Scale (HFS) Urdu version was evaluated in this article, along with the gender differences between males and females in adults. This is an 18-item self-report questionnaire devised to assess a person's forgiving disposition. In accordance with research by Davis, Hook, Van Tongeren, and Worthington Jr (2012), Goman, Kelley, and Wiesenthal’s (2016), and Johnstone et al. (2015), forgiveness, a coping strategy, enhances relationships by facilitating healing, transformation, and liberation, thereby fostering social harmony and promoting healing and enhancing interpersonal relationships. The sample composed of 160 adults (80 females, 80 males) age range was 21 to 47 (M=30.65, SD = 4.836) through convenience sampling technique. Moreover, in this study personal information form (Rohner &amp; Berger, 2023) was used to collect student and teacher demographic information and validity and reliability studies were carried out, were applied. The scale consists of 18 items with 7-points Likert option. The finding of this study revealed that Urdu version (HFS) had adequate internal consistency (?=.75) and it can be used to assess to forgiveness disposition among Pakistani sample. Moreover, t test also calculates to examine gender difference in forgiveness between male and female result indicates (t=1.219) which indicates insignificant gender difference among participants.

Occupational inequalities and gender differences: work accidents, Brazil, 2019.

To analyze the distribution and association of sociodemographic and occupational factors with self-reported work accidents (WA) in a representative sample of the Brazilian population, with emphasis on occupational class, and to examine gender differences in this distribution. A population-based cross-sectional study, using data from the 2019 National Health Survey (PNS), analyzed the responses of a sample of adults aged 18 or over. Factors associated with WA were investigated using binary logistic regression and hierarchical analysis using blocks (sociodemographic and occupational variables). The final model was adjusted by variables from all blocks, adopting a significance level of 5%. The values of odds ratios (OR) and respective confidence intervals were obtained. Among the participants, 2.69% reported having suffered a WA, with a higher prevalence in men (3.37%; 95%CI 2.97-3.82%) than in women (1.86%; 95%CI 1.55-2.23%). The analysis identified that age group, night work, working hours, and exposure to occupational risks were associated with WA, with emphasis on gender differences. The class of manual workers, both qualified (ORwomen = 2.87; 95%CI 1.33-6.21 and ORmen = 2.46; 95%CI 1.37-4.40) and unskilled (ORwomen = 2.55; 95%CI 1.44-4.50 and ORmen = 3.70; 95%CI 1.95-7.03), had a higher chance of WA than the class of managers/professionals. Occupational factors contributed significantly to the increase in the probability of WA for men and women, with greater magnitude among those positioned in the lower strata of the occupational structure. The results obtained are clues for working out WA prevention actions.

Time poverty, health and health-related behaviours in a Southern European city: a gender issue

BackgroundDespite its growing interest, time poverty is a neglected issue in public health analysis and policies. The objectives of this study were: (1) to analyse gender differences in paid, unpaid...

GENDER DIFFERENCES IN ATTITUDE TOWARDS MATHEMATICS AND ACADEMIC ACHIEVEMENT AMONG SECONDARY LEVEL STUDENTS

Attitudes towards mathematics significantly influence academic success. This study explores the relationship between attitude towards mathematics and academic achievement among secondary level students, particularly examining gender differences. A sample of 500 students from four schools (two boys' and two girls schools) participated, with 200 boys and 300 girls, aged mostly 15 and 16. Data was collected through a 25-item questionnaire adapted from existing literature and modified by Steinback and Gwizdala. Academic achievement was assessed using students recent mathematics examination scores. Results indicate that girls outperformed boys in mathematics achievement, yet attitude towards mathematics did not correlate with academic success. This study underscores the importance of understanding attitudes towards mathematics, particularly in fostering academic performance, especially among girls. KEYWORDS: Attitude towards mathematics, academic achievement, secondary level students, gender differences, mathematics education, gender equity, attitudes, gender stereotypes.

The Association of Sagittal Spinal Posture among Elementary School Pupils with Sex and Grade.

The objective of this research was to analyze and elucidate the sagittal spinal posture status in older elementary school children, considering their gender and grade differences. The study involved 484 school children (252 males and 232 females) from grades V to VIII, assessed for sagittal spinal posture using the Formetric 4D System. The analysis, employing the Chi-squared test of independence along with the Z-test, did not reveal significant grade-related differences (p < 0.52) in the incidence of normal sagittal alignment or diagnosed outliers. However, within grade levels, no significant difference was observed for male participants (p < 0.80), while a significant difference was identified for females (p < 0.01). Examining gender differences across grades, a disparity was noted only among seventh graders concerning normal spine alignment and outlier existence (p < 0.01), favoring male participants. Regardless of the grade, a significant gender difference emerged in the location of diagnosed outliers: kyphosis (M = 108 vs. F = 72), lordosis (M = 5 vs. F = 14), kypholordosis (M = 18 vs. F = 66), and flatback outlier of the lumbar spine (M = 27 vs. F = 11). These findings suggest potential adjustments to the curriculum and highlight the need to tailor physical education instruction based on this study's outcomes. Consequently, these results imply the importance of a differentiated approach in preventing sagittal plane outliers of the spine in adolescent children.

Exploring Online Communication in Self-Identified Autistic Adolescents.

Social media sites provide autistic youth a familiar space to interact that is devoid of many of the challenges that accompany face-to-face interactions. As such, it is important to determine whether the linguistic profiles observed during online interactions are consistent with face-to-face interactions. This preliminary study took a step in this direction by examining gender differences observed in autistic adolescents in an online forum to determine whether they are consistent with the emerging body of research investigating linguistic gender differences in autistic adolescents. We analyzed the entries of self-identified autistic adolescents in an online forum to determine whether autistic girls (n = 99) and boys (n = 94) differ in their use of linguistic features as a proportion of total words produced. Transcriptions were coded across discourse, lexical, and semantic features and compared to previous research investigating linguistic gender differences in autistic people. Exploratory comparisons were also made to linguistic gender differences in neurotypical people. Of the linguistic features we examined, three out of four of the gendered usage patterns observed in the online forum language samples were consistent with previous research on face-to-face communication for autistic adolescents. Only one feature out of 12 occurred in the same gender distribution as previous research on neurotypical communication. Autistic girls and boys demonstrate largely consistent gender differences in their language use across in-person and online communication contexts. Interestingly, most of the significant gender differences previously reported in neurotypical communicators were not seen in this sample of autistic adolescents, suggesting that perhaps autistic individuals may linguistically express gender characteristics to a different extent or in a different manner than neurotypical individuals.

Graduate Students' ChatGPT Experience and Perspectives during Thesis Writing

The artificial intelligence (AI) language model ChatGPT, created by OpenAI, can assist students with academic writing assignments in innovative and distinctive ways. Several studies have investigated how postgraduate students perceive various aspects and how gender could affect their perspectives. This study analyzes the perspectives of 80 male and female postgraduate students in various academic fields at Jadara University regarding the use of ChatGPT in writing their theses. This investigation adopts a quantitative approach and extensively utilizes a questionnaire as the primary tool for data collection. The survey aims to determine how students perceive ChatGPT in terms of its usefulness, ease of use, impact on writing quality, and challenges related to dependability and academic integrity. Descriptive statistics examine gender differences in these perceptions, shedding light on postgraduate students’ usage of ChatGPT and gender-related roles. This information could enhance academic writing through the use of AI technology and inform future studies and practices.

Toward Gender Understanding: Examining Ambivalent Sexism among University Students and Its Impact on Faculty Evaluation

This study examines gender differences in levels of sexism among university students and evaluates variations in assessing sexist attitudes toward professors. The aim is to analyze potential disparities between men and women regarding ambivalent sexism (both hostile and benevolent) and to determine if these differences influence the evaluation of specific behaviors by teaching faculty. Additionally, the present study seeks to validate the variability hypothesis, asserting that men are over-represented in the extremes of distributions compared to women concerning analyzed sexist attitudes. Eighty university students participated voluntarily and anonymously, completing three questionnaires on ambivalent sexism, neosexism, and the assessment of sexist behaviors by their instructors. Consistent with prior research, the results reveal higher levels of sexism among men in this context. Despite these differences, both men and women align in evaluating specific behaviors in teaching faculty, irrespective of their individual levels of sexism. Finally, the data presented support the variability hypothesis, indicating greater variability in sexist attitudes among men than women. These findings suggest that general attitudes assessed in most questionnaires might not be representative of the behaviors and attitudes that people display in real specific situations. This could change how future research and interventions approach these issues.