Search results - CEJSH

1

GENDER DIFFERENCES IN EXIT RATES FROM UNEMPLOYMENT IN POLAND

100%

Landmesser J.

Metody Ilościowe w Badaniach Ekonomicznych

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2014

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vol. 15

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issue 1

66-75

EN

The behaviour of women and men in the labour market is diverse. Traditionally, men have closer attachment to the labour market. Women, however, have more family responsibilities. In the paper, we analyse the exit rates from unemployment for each sex separately, and find out that the effects of the explanatory variables in estimated duration models depend upon gender. We begin our study with a single risk hazard model. These estimations are extended to a competing risks model with two destinations: employment and non-participation.

2

To answer or not to answer? A field test of loss aversion

100%

Krawczyk M.

Ekonomia. Rynek, Gospodarka, Społeczeństwo

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2012

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issue 29

106-114

EN

This study is a field experiment on loss aversion. The framing of scoring rules was differentiated in an exam at the University of Warsaw, with only half the students facing explicit penalty points in the case of giving an incorrect answer. Loss aversion predicts that less risk will be taken (less questions will be answered) when losses are possible but in fact, no treatment effect was observed.

3

Gender stereotypes and their gender-specific impact on academic achievement

100%

Endepohls-Ulpe M.

Acta Universitatis Lodziensis. Folia Sociologica

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2012

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issue 43

3-16

EN

After decades of research into disadvantages for girls in the educational system, “male underachievement” has recently become a frequently discussed topic in the social sciences. A glance at explanations for the development of gender differences in academic achievement reveals that the disadvantages for males and females are explained differently to some extent, but that gender stereotypes seem to play an important part in most popular theoretical approaches. This article gives an overview of actual gender differences in academic achievement in Europe. Following a short description of the nature and functioning of stereotypes in general, and of gender stereotypes in particular, the article discusses the current state of empirical research on the most important theoretical explanations for gender differences in academic achievement and the role gender stereotypes play in these theories. Finally, open questions – and thus fields for further research – are outlined.

4

Adolescent Internet usage patterns: Exploring gender differences among Polish high school students

100%

Ulfik-Jaworska I.

Biuletyn Edukacji Medialnej

|

2014

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issue 2

84-101

EN

The purpose of this study is to investigate the Internet use of Polish adolescents with a particular focus on the gender differences in online activities and the excessive Internet use. Participants in the study were 240 public high school students living in the middle-sized Polish city (ages ranged from 15 to 19 years, 50% were females and 50% male). Excessive Internet use was assessed by the Polish version of the Young’s Internet Addiction Test (IAT). Information was also collected on demographic data and Internet usage patterns. There was no gender differences in the Internet experience – both male and female adolescents had been using the Internet from above 5 years, however boys spent significantly more time on surfing the Web than girls. Boys used the Internet more often than girls for entertainment purposes (playing online games and exposure to sexually explicit materials). Both adolescent girls and boys were using Internet for communication, however in different ways: girls preferred social networking and blogs, boys preferred forums, chat rooms and instant messaging. No gender difference was found in the total score of IAT. However among girls excessive Internet use was significantly associated with instant messaging, social networking and blogs. In the group of boys, problematic Internet use was associated with using online pornography, instant messaging and downloading files. Further research is needed to explore the prevalence, gender differences, risk and protective factors according to Internet addiction among Polish adolescents.

5

Gender stereotypes and their gender-specific impact on academic achievement

100%

Endepohls-Ulpe M., Institut für Psychologie U. K.-L.

Acta Universitatis Lodziensis. Folia Sociologica

|

2012

|

vol. 43

EN

After decades of research into disadvantages for girls in the educational system, “male underachievement” has recently become a frequently discussed topic in the social sciences. A glance at explanations for the development of gender differences in academic achievement reveals that the disadvantages for males and females are explained differently to some extent, but that gender stereotypes seem to play an important part in most popular theoretical approaches. This article gives an overview of actual gender differences in academic achievement in Europe. Following a short description of the nature and functioning of stereotypes in general, and of gender stereotypes in particular, the article discusses the current state of empirical research on the most important theoretical explanations for gender differences in academic achievement and the role gender stereotypes play in these theories. Finally, open questions – and thus fields for further research – are outlined.

6

The Role of Gender-Biased Perceptions in Teacher-Student Interaction

100%

Berekashvili N.

Psychology of Language and Communication

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2012

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vol. 16

|

issue 1

39-51

EN

Differences in teacher perceptions depending on student gender and their impact on teacher-student interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. At the same time, most teachers are hardly aware of being gender-biased themselves.

7

Infertility and assisted reproduction technologies through a gender lens

100%

Davidová K., Pechová O.

Human Affairs

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2014

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vol. 24

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issue 3

363-375

EN

We live in an era when increasing numbers of babies are conceived through assisted reproduction technologies (ART). Using a comprehensive approach, the present research seeks to contribute to the understanding of gender differences in experiencing and coping with infertility, and in dealing with ART treatment. Our sample consisted of 10 heterosexual couples aged 24 to 43 and the data were collected through semi-structured interviews. In the studied sample, gender differences existed not only in experiences of infertility, but also in understanding it, and in dealing with ART treatment. Responses to stress caused by infertility were stronger in women and they also perceived this stress more intensely than men. For women the central aspect of infertility was the desire for a child, while for men it was perceived more as a socially imposed obligation to fulfill the male role.

8

Personality of Men and Women – Similarities and Differences. Temporal and Cultural Trends

100%

Mandal E.

The New Educational Review

|

2006

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vol. 8

195-209

EN

The article discusses similarities and differences in the personality development of men and women in their life-span. The analyses of the developmental psychology research show that boys and girls develop their own personality from the early years of their life, thus adapting themselves to the gender stereotypes. The article also contains a survey of meta-analyses concerning the personality traits of men and women, conducted in different countries from 1958 to 2001 (Maccoby, Jacklin, 1974, Hall, 1984, Feingold, 1994, Costa, Terraciano, McCrae, 2001). The metaanalyses show a coherent image of gender differences in personality traits concerning greater tender-mindedness in women and greater assertiveness in men. At the same time, they indicate temporal changes and trends connected with a tendency for differences to disappear. They also emphasize cultural distinctness.

9

Student Perceptions of Science Teacher Communication Behavior in Jordan

100%

Mahasneh A. M., Musslim F. Y., Shammout N. A.

The New Educational Review

|

2016

|

vol. 45

210-219

EN

The purpose of this study was to determine student perceptions of science teacher communication behavior in the classroom environment in Jordan. A total of 1,093 participants in the study completed the Teacher Communication Behavior Questionnaire (TCBQ). Results indicated the overall mean of teacher communication behavior to be 3.9 and showed statistically significant differences in gender perceptions on all five scales of the TCBQ. Results also showed statistically significant differences in student perceptions of teacher behavior in biology, physics and mathematics classes on all five scales of the teacher communication behavior.

10

Gender differences in mall shopping:a study of shopping behaviour of an emerging nation

100%

Sohail M. S.

Journal of Marketing and Consumer Behaviour in Emerging Markets

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2015

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issue 1(1)

36-46

EN

Fast developments in the food retailing industry have led to growth of shopping malls, particularly in the large cities of Saudi Arabia. The purpose of this study is to compare men and women for differences in mall shopping. Using empirical research, this paper examines differences between the genders associated with mall patronage. Based on a survey of 513 shoppers across Saudi Arabia, the study finds significant differences in shopping behaviour. The paper discusses the findings and makes recommendations to mall operators

11

The Role of Gender in Verbal Disagreement: A Study of Disagreement Strategies Employed by Hungarian Undergraduate Students

88%

Koczogh H. V.

Gender Studies

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2012

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vol. 11

|

issue 1

233-244

EN

The aim of the paper is to present the results of a study on the interplay of gender and disagreement strategies employed by Hungarian undergraduate students. The data for analysis is a corpus of oral face-to-face dyadic interactions; the methodology makes use of both qualitative and quantitative tools and involves identifying disagreement strategies on the basis of previous research as well as patterns emerging from the corpus. The results of the study contradict previous claims that in comparison to men, women disagree less frequently and, when they do disagree, they employ less direct strategies

12

Perfectionism and aggression in artistically gifted persons

88%

Martyna R., Grażyna P., Wiesława L.

Psychologia Wychowawcza

|

2018

|

issue Special issue

146-169

EN

Some scholars define perfectionism as the relationship between one’s abilities and expectations. A strong emotional reaction to the discrepancy between these can be maladaptive and even lead to aggressive behaviour. The study covered 133 students and graduates of colleges around Poland, including 67 persons of various specialties in visual arts. In order to characterise perfectionism, the Polish version of the Goals and Work Habits Survey (Schuler, 1994) was used, while the tool called Inwentarz Psychologiczny Agresji [Aggression Psychological Inventory] (Gaś, 1980) was used for description of aggression. The aim of the study was to analyse the relationship between specific aspects of perfectionism and aggression in artistically gifted persons. The results of the study indicate that artistically gifted persons scored higher in respect of some aspects of perfectionism than persons from the control group. The assumption that the studied groups differ in terms of aggression syndrome has not been confirmed. The artistically gifted men differed from the control group men in terms of aspects of perfectionism and in terms of transferred aggression. No statistically significant differences in terms of perfectionism or aggression syndrome have been established between the women. Moreover, gender did not differentiate perfectionism in the group of artistically talented persons.

13

Perfectionism and aggression in artistically gifted persons

88%

Romanowicz M., Poraj G., Limiont W.

Psychologia Wychowawcza

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2018

|

vol. 56(14)

204-229

EN

Some scholars define perfectionism as the relationship between one’s abilities and expectations. A strong emotional reaction to the discrepancy between these can be maladaptive and even lead to aggressive behaviour. The study covered 133 students and graduates of colleges around Poland, including 67 persons of various specialties in visual arts. In order to characterise perfectionism, the Polish version of the Goals and Work Habits Survey (Schuler, 1994) was used, while the tool called Inwentarz Psychologiczny Agresji [Aggression Psychological Inventory] (Gaś, 1980) was used for description of aggression. The aim of the study was to analyse the relationship between specific aspects of perfectionism and aggression in artistically gifted persons. The results of the study indicate that artistically gifted persons scored higher in respect of some aspects of perfectionism than persons from the control group. The assumption that the studied groups differ in terms of aggression syndrome has not been confirmed. The artistically gifted men differed from the control group men in terms of aspects of perfectionism and in terms of transferred aggression. No statistically significant differences in terms of perfectionism or aggression syndrome have been established between the women. Moreover, gender did not differentiate perfectionism in the group of artistically talented persons.

14

Work Motives in the Context of Generational Differences, Gender Differences, and Preferred Values

88%

Godlewska-Werner D., Peplińska A., Zawadzka A. M., Połomski P.

Polish Psychological Bulletin

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2020

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vol. 51

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issue 2

15

Emotional intelligence and emotion regulation strategies

88%

Śmieja M., Kobylińska D.

Psychological Studies

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2011

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vol. 49

|

issue 5

55-64

EN

Do emotional abilities relate to specifi c strategies of emotion regulation? Do people with higher emotional intelligence (EI) use more effi cient affect regulation strategies? In the current study we tried to answer these questions. Using a sample of 349 undergraduate students, the present study explored the relationships between emotional intelligence (assessed with performance measure) and the habitual use of suppression and reappraisal. Results showed that higher emotional intelligence was related to more frequent use of reappraisal, and less frequent employment of suppression. As in the previous studies, males and females signifi cantly differed in suppression: men suppressed more than women. However, our results revealed that this difference could be attributed only to men with low EI. Emotionally unintelligent men used suppression more frequently not only in comparison to women, but also to men with higher EI. With respect to the habitual use of reappraisal, only men disclosed a signifi cant relation to EI level: those male participants who revealed the highest EI level declared employment of reappraisal more frequently than other groups.

16

The Impact of Having Children on Party Member Activism

88%

Kosiara-Pedersen K., Kopcewicz G., Olszanecka N., Urbański D., Piechowiak-Lamparska J., Bryc A., Bojarczyk B., Jorgensen F. A. E., Niedziołka D., Pacześniak A., Potorski R., Wincławska M., Włodkowska-Bagan A., Jeran A., Mol A., Solsbery A., Dąbrowska I., Głodkowski M., Kopcewicz G., Olszanecka N., Piechowiak-Lamparska J.

The Copernicus Journal of Political Studies

|

2014

|

issue 1 (5)

PL

Party member activism varies in type and intensity, and it is necessary to take this into consideration when explaining the degree of participation. One potential explanation for the level of party member participation is the extent to which there are children in the household. Based on the Danish party member survey of 2012, analyses show: First, the cost of having children is more important when explaining more demanding activities than the less demanding activities, and, second, the impact of the cost of having children in the household is larger when including the intensity of participation in the dependent variable. Third, the smaller the children, the larger the cost and the larger the negative impact on party activism no matter what type or intensity. Furthermore, there are only limited gender differences in the impact of having children so that children, in particular in the young age group, do not have a larger impact on women than men, except when it comes to meeting attendance. In sum, children do have an impact on party member activism, and the gender gap in this effect is very limited.

17

Gender Differences in Employee Engagement

88%

Reissová A., Šimsová J., Hášová K.

Littera Scripta

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2017

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vol. 2

84-94

EN

Employee engagement is an important factor for all employers who want to build a stable, innovate company that can increase its market share and prosper. Employees who show high engagement are one of the basic prerequisites for such success. A number of previous studies have looked into the issue of engagement, however, they did not focus on gender differences. Some recent studies have provided multivalent conclusions in this respect. The main objective of this article is to identify whether there are statistically significant gender differences. These differences are identified in all basic areas of engagement i.e. atmosphere in the workplace, satisfaction with management and potential staff turnover. The sample set comprised 315 automotive employees working in blue-collar positions. The results were established and verified using the Mann-Whitney U Test, Friedman´s ANOVA, Kendall´s coefficient of concordance and the Wilcoxon signed-rank test (paired difference test). Comprehensive analysis showed that no crucial, statistically significant gender differences could be identified. However, it was found that women are more loyal to their employer than men, who tend to be more self-confident and independent. Nonetheless, the attitudes of men and women were found to be the same when it comes to engagement.

18

Renata Siemieńska (ed.), Academic careers of women and men: Different or similar?

88%

Molińska W.

Society Register

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2022

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vol. 6

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issue 1

149-154

EN

This is a book review of the Academic careers of women and men, edited by Renata Siemieńska. The authors of the chapters presented in the book show selected problems of gender inequality and discrimination in Polish higher education compared to other countries. They analyze excitingly, among others: the low share of women in technical and engineering sciences in European countries, mechanisms marginalizing women in the surgical profession, a small percentage of women in the staff of art universities, as well as the course of doctoral studies and access to research grants awarded to women and men by Polish institutions. The discussed aspects also present a historical perspective and investigate the causes of the existing state of affairs. The research results on the situation of women in the academic world cited in the book prove that regularities persist for years, such as slower development of scientific careers among women or their low presence in higher positions in the academic hierarchy.

19

The Sense of Didactic Self-efficacy in Mathematics Teachers with Various Personal Theories Regarding Gender Differences and Mathematical Giftedness

88%

Rubacha K., Sirotova M.

The New Educational Review

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2018

|

vol. 53

261-270

EN

The paper presents a quasi-experimental study clarifying the variability of maths teachers’ sense of self-efficacy based on their personal theories regarding differences in mathematical giftedness between girls and boys. Didactic self-efficacy is understood as a judgment of the possibility of teaching all learners. A ‘personal theory’ is understood as a verbalized group of judgments regarding the source of mathematical giftedness among girls and boys. The two variables, i.e. ‘personal theories’ and ‘biological sex’, were introduced in a two-factor NOVA model. A strong main effect for ‘personal theories’ was noted, while there was no statistically significant effect for biological sex. The result shows that gender stereotypes can weaken teachers’ sense of didactic self-efficacy, and consequently block pupils’ opportunity for development.

20

Emotional Experiences and Their Connection With Coping Strategies During the COVID-19 Pandemic: Gender Differences

88%

Yablonska T., Bulatevych N., Sirokha L.

Roczniki Psychologiczne

|

2024

|

vol. 27

|

issue 1

67-90

EN

The study was conducted in Ukraine during the onset of COVID-19 pandemic. The sample contained 232 individuals. The aim was to study emotional experiences and their connection with coping strategies in the context of gender differences. The research was based on the concept of differential emotions, and on the understanding of the accumulation strategies as a dynamic process, which is determined by personal prepositions and situational factors. Measures used in the study were the Differential Emotions Scale and the Ways of Coping Questionnaire. The growth of negative experiences and stress at the beginning of the pandemic among men and women was confirmed. We described the differences regarding emotions and coping strategies. Women use emotion-focused strategies of social support, strategies of positive reappraisal of the situation, and avoidance, the acceptance of responsibility among women is associated with negative emotions. We found that women more frequently use two or more coping strategies compared to men. A different emotional basis of coping strategies, expressed at high levels of tension among men and women, was revealed. The defined features of coping behavior among men and women may help to determine the main goals for the development of preventive and psychotherapeutic interventions.

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