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Dissertations / Theses on the topic 'Self-Perceptions of sex'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Burhop, Lorianne DeLeen. "Math ability and gendered self-perceptions." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06192009-093803.

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2

Burns, Stacy. "Sex differences in ADHD characteristics and self-perceptions, a developmental study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0002/MQ37827.pdf.

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3

Duax, Jeanne M. "Internalizing Symptoms, Self-Perceptions, and Domain-Specific Competencies in Girls Attending a Single-Sex Middle School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1267542748.

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4

Altman, Adrianne. "Relations between Child Molesters' Self-Perceptions and Treatment Engagement." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3067/.

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Researchers emphasize the role of cognitions in sex offenders' molesting behaviors. Although cognitions are important, little research has examined child molesters' thoughts about themselves in relation to their engagement in treatment. In this study, the NEO-Personality Inventory (NEO-PI-R) was administered to 67 child molesters. Child sexual offenders rated themselves and their view of a typical child molester using two NEO-PI-R versions. The degree to which child sex offenders identify themselves with their view of a typical child molester, and this agreement's relation with engagement in treatment, were investigated. The view that child sex offenders hold about themselves in relation to a typical child molester showed no relation to treatment engagement or length of time in treatment. However, this self-perception was related to the number of children abused.

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5

York, Christina D. "Leadership Effectiveness: Investigating the Influences of Leader Sex, Gender, and Behaviors on Self and Other Perceptions." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4903/.

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Though increasing numbers of women are entering the workforce, a disproportionate number of women are placed into upper level management positions. Social role and role congruity theory both posit that women in leadership positions are likely to face more negative criticism than men in leadership positions. The purpose of the current study was to examine the influence of gender roles on leader behaviors as well as leaders' self perceived effectiveness. The study also examined third party raters' views of female and male leaders. Videotapes of forty-seven mixed sex groups with randomly appointed male and female leaders were used to examine leader behaviors as well as raters' effectiveness ratings. Leaders' self perceived effectiveness ratings were also used. Gender roles of the leaders were assessed using the Bem Sex Role Inventory (BSRI). Results of a MANOVA indicated that leader gender roles did not lead to differences in leader behaviors exhibited among those in feminine, masculine, and androgynous groups. For female leaders, femininity was not related to feminine behaviors. Unexpectedly, for male leaders, masculinity was inversely related to masculine behaviors. With regard to raters' effectiveness ratings of the leaders, no differences were found in ratings based on leader gender. Further, for female leaders, degree of femininity and masculinity was not related to raters' effectiveness ratings. However, exploratory analyses indicated a significant positive relationship to exist between raters' effectiveness ratings of female leaders and total time female leaders spoke. A significant inverse relationship was found between raters' effectiveness ratings and frequency of speech initiations used among female leaders. Significant correlations between male and female leaders' self perceived effectiveness ratings and self perceived gender roles were found. Specifically, masculinity was positively related to female leaders self perceived effectiveness while femininity was negatively related to male leader self perceived effectiveness. Overall, the results of the current study were not consistent with social role theory and role congruity theory. Implications for organizations and women's career development are discussed. Limitations and suggestions for future directions in research are presented.

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6

Holly, Timothy M. "Stereotyping: Self-Perceived Masculinity in Men and Men's Perceptions of Femininity in Women." Xavier University / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1341838609.

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7

Mathers, Cortland A. "The role of single-sex and coeducational instruction on boys' attitudes and self- perceptions of competence in French language communicative activities." Thesis, Boston College, 2008. http://hdl.handle.net/2345/592.

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Thesis advisor: Diana Pullin
Using qualitative research methods, this study looked at the role of the single-sex versus the coeducational school environment as a key factor in determining boys' perceptions of success in French communicative activities as defined in Standard 1.1 of ACTFL 's et al Standards for Foreign Lanquage Learning : Preparing for the 21st Century (1999). A total of twenty-four boys (twelve from a single-sex high school and twelve from a coeducational institution) were observed in class and subsequently interviewed. The goal was to determine if cognitive gender differences surounding foreign language communicative activities, socio-cultural concerns as respects boys' perceptions of the appropriateness of high achievement in French, and teacher pedagogy all lend themselves to the single-sex environment such that it provides a more fertile setting for boys' high achievement. The findings indicated that the single-sex sample's self-perceptions of competence were healthier in the single-sex environment for a variety of reasons. The single-sex school boys were more willing to work hard against the perception held by both sample sets that girls may possess an innate advantage in the speaking skill, they held a wider definition of what is appropriate male behavior (which included high achievement in French), and they (together with their coed counterparts) found the all boys environment more accepting of errors and more risk-friendly in general - crucial ingredients for developing the French speaking skill. The single-sex sample more willingly embraced school as a rigorous academic forum, whereas the coed sample was more likely to see school as appropriate for building social skills and for cultivating an understanding of the opposite sex. These findings suggest that the single-sex classroom environment is superior for boys as they strive to achieve in female sex-typed arenas such as French communicative activities
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration

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8

Phillips, Jennifer E. "A study of the relationships among reader self-perceptions, early reading ability and gender in grade-one students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34218.pdf.

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9

Evers, Julianne M. "A COMPARISON OF FEMALE ATHLETES AND NON-ATHLETES FROM SINGLE-SEX AND COEDUCATIONAL CATHOLIC INSTITUTIONS ON SELF-PERCEPTIONS, BODY IMAGE, AND GENDER-RELATED COGNITIVE SCHEMATA." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1173463454.

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10

Jones, Jodi Denell. "Sexual offender, sexual abuse victim, and generalist population therapists' perceptions of permissive parent-child sexual boundaries and altered perceptions of self, others, and adaptation to the world as a result of vicarious trauma." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210715331.

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11

Niese, Zachary Adolph. "I Can See Myself Enjoying That: Using Imagery Perspective to Circumvent Bias in Self-Perceptions of Interest." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1553259535597835.

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12

Popple, Helen. "A mixed methods investigation of perceptions of adulthood and gender : links to stereotyped and risky behaviours amongst young people in Kirkcaldy, Fife." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/4496.

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Adolescence is a formative period of identity development. From the start of high school young people begin to direct their own development through peer selection and behavioural choices. During this time young people have the opportunity to engage in risky behaviours such as drinking alcohol, smoking, having unprotected sex and taking illegal drugs, for the first time. These behaviours amongst young people have been linked to a range of adverse health and wellbeing outcomes, both short and long term. This study seeks to improve understanding of eleven to fifteen year olds' behavioural choices through investigation of potential links to perceptions of adulthood and gender. In order to capture this more fully a mixed methods approach is used with a quantitative cross-sectional pupil survey and in-depth intergenerational family qualitative interviews. By exploring a broad range of age and gender stereotyped, and risky behaviours, this study seeks to provide better understanding of participants' perceptions, motivations and involvement in these behaviours. Results of the study demonstrate both gendered and age differentiated patterns of perceptions. Between eleven and fifteen years old, boys demonstrate more pronounced values attributed to masculine roles. Conversely, stereotyped feminine roles appear to decrease in appeal to girls. Fourth year girls perceive risky behaviours as considerably more relevant to them, than their male peers. Interviewed mothers were unsure of how best to manage their daughter's behaviours considering their own lack of experience and the apparently high value attributed to non-confrontational, friendship based, mothering. Current methods of teaching and intervening generally address mixed gender age-group classes. This research suggests in order to modify risk-taking behaviours a gender specific approach may be more effective.

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13

Way, Samara Kim. "Sex differences in parental expectations, student aspirations and self-perceptions of competence in gifted adolescents." 1992. http://catalog.hathitrust.org/api/volumes/oclc/26065706.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1992.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 100-105).

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14

Fudman, Rachel. "To Thine Own Self be True? The Influence of Gender Stereotypes on Perceptions of Authentic Leaders." Thesis, 2015. https://doi.org/10.7916/D85B01JM.

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The goals of the current study were to document the effects of leaders’ relational authenticity on follower impressions, and to explore gender as a boundary condition of the positive effects of this leadership quality. Authentic leadership theory outlines the individual and organizational benefits that result from leaders who judiciously process information through a filter of self-knowledge, and who bring their authentic selves to their actions and relationships. However, research on gender stereotypes demonstrates that as opposed to approaching leadership roles with authenticity, female leaders may need to engage in a certain amount of acting in order to attain legitimacy in spaces traditionally inhabited by men. This work reconsidered authentic leadership theory, and specifically relational authenticity, to take the gender dynamics within existing organizational structures into account. Leader relational authenticity and leader gender were experimentally manipulated in order to test whether some advantages of authentic leadership, in this case favorable impressions and evaluations, apply equally to male and female leaders. Results indicated that those who led with relational authenticity were viewed as more likeable and desirable as a boss than those who did not, and were perceived as more trustworthy for their benevolence and integrity than those who did not. Results of moderated mediation models revealed that relational authenticity can hinder evaluations of women leaders, and that the source of adverse consequences is the enhanced association with gender stereotypes that occurs when women lead with relational authenticity. This was demonstrated by a penalty in judgments of competence and ability exacted from female but not male leaders who were relationally authentic. Further research is required to understand the complex interaction of leaders’ relational authenticity and gender to influence followers’ impressions and outcomes.

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15

Whittley, Ruby Sue. "Female science students' perceptions of self-esteem and the relationship to behavior in mixed gender cooperative learning groups." Thesis, 1995. http://hdl.handle.net/1957/34573.

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This research was conducted to investigate perceptions of self esteem and the behavior of female science students in mixed gender cooperative learning groups. The research methodology used was qualitative in nature, which included a variety of data collection methods, including participant observation, student journals, interviews, video tapes of group interactions, cooperating teachers' journals, individual surveys, group surveys, and daily field notes. The data was analyzed by means of the constant comparative method. The analysis resulted in the following two hypotheses: 1. When male science students are allowed to dominate group activities female self-esteem and group interactions are affected negatively. 2. Female science students tend to be less openly critical of other students in their groups than male science students to maintain group relationships.
Graduation date: 1996

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16

Phillips, Jennifer E. "A study of the relationships among grade fours' reader self-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs, and gender /." 2002.

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17

Horne, Maria, G. McCracken, A. Walls, P. J. Tyrrell, and C. J. Smith. "Organisation, practice and experiences of mouth hygiene in stroke unit care: a mixed methods study." 2015. http://hdl.handle.net/10454/7373.

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no
Aims and objectives To (1) investigate the organisation, provision and practice of oral care in typical UK stroke units; (2) explore stroke survivors', carers' and healthcare professionals' experiences and perceptions about the barriers and facilitators to receiving and undertaking oral care in stroke units. Background Cerebrovascular disease and oral health are major global health concerns. Little is known about the provision, challenges and practice of oral care in the stroke unit setting, and there are currently no evidence-based practice guidelines. Design Cross-sectional survey of 11 stroke units across Greater Manchester and descriptive qualitative study using focus groups and semi-structured interviews. Methods A self-report questionnaire was used to survey 11 stroke units in Greater Manchester. Data were then collected through two focus groups (n = 10) with healthcare professionals and five semi-structured interviews with stroke survivors and carers. Focus group and interview data were recorded, transcribed verbatim and analysed using framework approach. Results Eleven stroke units in Greater Manchester responded to the survey. Stroke survivors and carers identified a lack of oral care practice and enablement by healthcare professionals. Healthcare professionals identified a lack of formal training to conduct oral care for stroke patients, inconsistency in the delivery of oral care and no set protocols or use of formal oral assessment tools. Conclusion Oral care post-stroke could be improved by increasing healthcare professionals' awareness, understanding and knowledge of the potential health benefits of oral care post-stroke. Further research is required to develop and evaluate the provision of oral care in stroke care to inform evidence-based education and practice.

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