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Dissertations / Theses on the topic 'Sex differences (Psychology) Australia'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Wood, Glenice. "Perception : a contributing factor in the different career advancement outcomes of female managers." Monash University, Dept. of Management, 2001. http://arrow.monash.edu.au/hdl/1959.1/7558.

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2

Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phs4281.pdf.

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3

Wendelholt, Erica. "Evolutionary Psychology - Sex Differences in Spatial Abilities." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1409.

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Sex differences in spatial ability, especially mental rotation, navigation and object-location memory are described in this essay. Biological differences in brain morphology, hormones and genes between men and women are presented as explanations for the sex differences. Another level of explanations offered are evolutionary, hence the most influential evolutionary psychological theories are summarized and evaluated. These theories are Gaulin’s and Fitzgerald’s male range theory, Silverman’s and Eals’s hunter-gatherer theory, and Ecuyer-Dab’s and Robert’s twofold selection theory. The hunter-gatherer theory at present seems to be of the most importance, though the twofold selection theory may in the future challenge it. Regardless, united biological and evolutionary explanations would create the best comprehensive theory.

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4

Cavendish, Susan J. "Sex differences related to achievement in mathematics." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4211.

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The study investigated biological, cognitive, and social factors relating to the under-achievement of girls compared to boys in mathematics. The phenomenon was investigated of girls being superior to boys in mathematics tests at the primary age but boys being superior to girls from adolescence. Historical considerations appear to have contributed to the delayed provision of mathematics education for girls. Gender differences in tests were found in a few specific classes only and were not the general case. The analysis of errors found that language determines the level of success in mathematics during the early years. Other social factors such as parent attitudes and teacher confidence build up during the primary years to manifest from about the age of eleven and work to the detriment of girls. Secondary age boys demonstrated more positive attitudes than girls, but girls did not demonstrate negative attitudes. The period between the second and fourth year juniors proved to be of significant importance In the development of mathematical achievement. During this period a change occurred in the types of test errors and omissions, the level of career aspirations, the number of male teachers experienced, the extent of whole class teaching, and pupil attitude scores. Teachers did not give more attention to boys compared to girls. A method of attitude assessment was trialled. Results suggested that most pupils viewed the teacher as a disciplinarian even though few discipline related interactions were observed in the classroom study. Male teachers appeared confident in mathematics, whereas females had less positive attitudes. Study of the classroom suggested that the curriculum area being taught influenced the teaching style employed which in turn influenced pupil behaviour. Differences within each curriculum area would allow for classroom factors to have a differential effect on girls and boys in mathematics and not other curriculum areas.

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5

Holder, Tyson. "Sex differences in cyberbullying in schools /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524484.pdf.

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6

Adkins, Jordan M. "Investigating Sex Differences in Various Fear Inhibition Processes." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626348728929028.

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7

Waite, Angela. "Sex differences in responses to status differentials." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35359.

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Past research has provided conflicting results concerning sex differences in the desire for status. The current study was designed to examine more explicitly sex differences in the desire to attain status. Eighty girls and 80 boys from kindergarten and grade four were placed in groups of four same-sex friends and were observed during a session in which they had to choose a leader, as well as during a drawing task. The children were also interviewed following the tasks using a questionnaire format. Results showed that there were no sex differences in the number of volunteers to be leader, in the length of time to negotiate who would be the leader, in the degree of positive affect expressed while choosing a leader, or in the degree of involvement in the negotiation of who would be the leader. Results suggest that based on this one study in which status was defined as leadership, no sex differences exist in the desire to attain status, although leadership styles may vary. Results are discussed in terms of the implications of the desire for status for the personality development of females and males.

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8

Wright, Tiffany Marie. "A new framework for investigating cognitive sex differences." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/509.

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9

Mohr, David Curtis 1957. "Sex, sex role, and the expression of depression." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276735.

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This study examined the relationship between sex, sex role and expression of depression. The Beck Depression Inventory, The Bem Sex Role Inventory, and the Inventory of Depressive Behaviors were administered to 589 college students. Sex differences in the expression of depression were similar to the findings of previous studies. Sex role differences in the expression of depression were found. Masculine sex role was related to expressive coping strategies along with instrumental strategies. Feminine sex role was related to behavioral and cognitive coping along with more expressive behaviors. The variance in expression of depression accounted for by sex was only partially accounted for by sex role. Undifferentiated individuals were significantly more depressed than Masculine, Feminine or Androgynous individuals, but there were no differences between the latter three groups. Thus, either masculinity or femininity appears to be associated with lower levels of depression.

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10

Blatt-Eisengart, Ilana. "Sex Differences in the Manifestation of Adolescent Problem Behaviors." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54439.

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Psychology
Ph.D.
Relatively little is known about the manifestation of conduct disorder among girls versus boys, despite increasing rates among girls. Moreover, it has been well-established that adolescent conduct disorder is correlated with other problem behaviors (e.g., substance use, status offenses, and risky sexual behaviors), and there is evidence that there are differences by sex and ethnicity in the likelihood of exhibiting specific patterns of these problem behaviors. It has been suggested that a dimensional approach may provide a more accurate conceptualization of adolescent externalizing behaviors, particularly among girls. To address these issues, this study used a nationally representative sample to examine patterns of adolescent problem behaviors across sex and ethnicity. Latent class analysis was used to determine classes of problem behaviors and to model differences in class membership by sex and ethnicity. Behaviors examined included violent and non-violent criminal behavior, drug and alcohol use, risky sexual activity, and status offenses. A model with five latent classes of problem behaviors provided the best representation of the data. One class represented high levels of problem behaviors, one represented low levels of problem behaviors, and three classes represented high levels of specific problem behaviors. These classes were characterized respectively by (a) high levels of criminal activity, (b) high levels of substance use, and (c) high levels of risky sexual activity. Differences existed in the likelihood of belonging to each class, such that boys were more likely to belong to the "high problem behavior," "criminal activity," and "risky sexual activity" classes. Girls were more likely to belong to the "substance use" and "low problem behavior" classes. These results suggest that a broader definition of externalizing behavior may more accurately capture adolescent behavior patterns, particularly among girls. Implications of findings and direction for future research are discussed.
Temple University--Theses

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11

Brown, Ryan Paul. "Sex differences in self-handicapping : the relevance of performance stereotypes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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12

Loring-Meier, Susan. "Sex differences in visual-spatial ability: Components of cognitive processing." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1490.

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13

Neilson, James. "Sex differences in spatial cognition an evolutionary approach /." Access electonically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.103635/index.html.

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14

Busch, Lisa M. "The impact of gender on the reactions to distressed and aggressive behaviors." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834137.

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The present study tests a reinforcement model for sex differences in depression. This study examines Biglan, Rothlind, Hops, and Sherman's (1989) hypothesis that although distressed and aggressive behaviors both induce negative emotions in others, the reactions to these behaviors are different: aggressive behavior prompts hostile reactions, whereas distressed behavior prompts solicitousness and deters aggression. Although the Biglan et al. results (1989) indicated that reactions were not influenced by the sex of the person emitting the behavior, this result may be a consequence of the population used. This study examined the hypothesis that reactions of others are influenced by sex-role stereotypes when interactions among acquaintances are evaluated. Two hundred and eighty eight college students rated videotaped scenarios in terms of their feelings and reactions toward a male or female acquaintance engaging in distressed, aggressive, or neutral behavior. The findings; support the hypothesis proposed by Biglan that distressed and aggressive behaviors both induced negative emotions in others, although they elicited different behavioral reactions. That is, distressed behaviors prompted supportive and comforting reactions, whereas aggressive behaviors elicited more hostile, argumentative, and avoiding reactions. This study provides further support for the negative reinforcement hypothesis that proposes that distressed behavior induces negative feelings in others; however, at the same time it prompts others to be solicitous and caring and to refrain from aggressive behaviors (Biglan et al., 1989). However, contrary to expectations, no sex differences were found in the reactions to distressed and aggressive behavior despite the use of methodology more conducive to examining gender specific responses. At this point, the most parsimonious explanation for the findings is that the effect is real, yet small and not very robust.
Department of Psychological Science

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15

Hill, Heather H. "The emergence of cognitive sex differences during adolescence : a longitudinal study /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/hillh/heatherhill.pdf.

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16

Davis, Francine. "Antecedents and Consequents of Gender Role Conflict: An Empirical Test of Sex Role Strain Analysis." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392046090.

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17

Mareckova, Klara. "Sex differences and the role of sex hormones in face development and face processing." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13333/.

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Sex differences have been identified in both external appearance of faces (e.g. Bulygina et al., 2006; Weston et al., 2007) and the way information about faces is extracted by our brains, that is in face processing (e.g. Tahmasebi et al., 2012; Hampson et al., 2006). The mechanisms leading to the development of such sex differences are not well understood. This thesis explores the role of sex hormones in face development and face processing. Data from two large-scale studies (Saguenay Youth Study and Imagen, with n=1,000 and 2,000, respectively) and four smaller datasets (Cycle-Pill Study, n=20; Pill Study, n=20; First Impression Study, n=120, and Twin Study, n=119) were used to explore the effects of sex and sex hormones on face development (head MR images, MRI-face reconstruction) and face processing (functional MRI data, eye-tracking data). Shape of male and female faces was influenced by both prenatal and pubertal androgens. Facial signature of prenatal androgens, identified by the sex-discordant twin design, was found also in an independent dataset of female adolescents (singletons) and we showed that prenatal androgens, indexed indirectly by the facial signature, were associated with larger brain size. We propose that this facial signature might be used, similarly to digit ratio, as an indirect index of prenatal androgens. Variability in postnatal sex hormones due to the use of oral contraception and the phase of menstrual cycle influenced brain response to faces. Using the same dynamic face stimuli as in the functional magnetic resonance imaging (fMRI) study, we showed that eye-movements scanning the face did not differ between the users and non-users of oral contraception. We conclude that effects of sex hormones can be observed in both the face and the brain and that these effects help us understand sex differences in face shape and face processing. **This version does not contain the previously published journal articles reproduced in the printed thesis (appendices 1-3). For details see p. 188. **

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18

Doares, Lesli Michelle Wilcox. "Sex differences in creative achievement : a cognitive processing approach." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29824.

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19

Duffey, Kim A. "Mediating variables affecting sex differences in causal attribution." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832997.

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Since the early 1970's numerous researchers have been questioning the existence of sex differences in causal attribution. From those who claim differences exist, three models have been proposed: the general externality model, the female self-derogation model, and the female low expectancy model. This study proposed that two variables, sex role and task investment, might mediate the relationship between sex and causal attribution. A structural equation model was proposed and analyzed using LISREL VII (Joreskog & Sorbom, 1989).For this study, 208 undergraduate psychology students were asked to complete the following: a demographic sheet, the Personal Attributes Questionnaire (Spence, Helmreich, & Stapp, 1975), a task investment measure created for this study, a short performance task (10 mathematics or anagram problems), and the Causal Dimension Scale (Russell, 1982).Results did not support the proposed overall model; however, some findings were significant. First, women were more likely to make unstable attributions for success than were men, consistent with the female low expectancy model, but the difference was very small. Also, in the failure condition, masculinity was negatively correlated with stability.Second, women reported being more invested in the tasks and said they had more experience at these tasks than did the men. Additionally, femininity was positively correlated with task investment, contrary to predictions. Finally, outcome was correlated with all three causal attribution dimensions. The perception of success was positively correlated with higher internal, stable, and controllable attributions, suggesting a type of self-enhancement bias for both sexes.
Department of Counseling Psychology and Guidance Services

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20

Godino, Tara. "Gender differences in levels of suggestibility /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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21

Bowen, Kristy Rae. "Gender differences in knowledge." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28868.

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22

McGuirl, Kerry Elizabeth. "Gender differences regarding the idealized sex partner." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115755.

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College student men (n = 185) and women (n = 244) rated how desirable certain characteristics are in an ideal sex partner within a long-term relationship. They reported personal beliefs and predictions about the other gender's preferences. Of the twenty-six items that comprised each measure, factor analyses yielded five subscales: Communication/Openness, Physical Attractiveness, Knowledge/Skill, Take Control, and Response/Drive. As hypothesized, men placed greater emphasis than did women on Physical Attractiveness and Response/Drive, whereas women, more than men, believed Knowledge/Skill was important. Men and women differed completely on what they thought was important to each other. Furthermore, men recognized that there were gender differences on all subscales but Knowledge/Skill, whereas women recognized gender differences on all subscales. When the actual responses of men and women were compared with the beliefs that each had about the other, results showed that both genders underestimated the importance the other placed on Communication/Openness and overestimated that of Physical Attractiveness. Results are discussed with regard to implications for counselors.
Department of Psychological Science

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23

Mutso, Amelia. "Affiliative behavior and empathetic response sex differences and neuroendocrine factors /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1415.

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24

Weber, Shannon. "Beyond "I can't help it" : biological determinism in American queer politics and possibilities for agency /." Connect to online version, 2009. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2009/368.pdf.

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25

Ansel, Shi N. "The relationship between gonadal hormones and the emergence of cognitive sex differences : year four of a longitudinal study /." Electronic version (Microsoft Word), 2004. http://dl.uncw.edu/etd/2004/ansels/shiansel.doc.

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26

Henriott, Denise M. (Denise Marguerite). "Sex Differences in Computer Usage by Preschool Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500304/.

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The purpose of this study was to determine whether sex differences could be observed in computer use among preschool disadvantaged children. Each of the twenty-two three- and four-year-old children were administered the Bardwell- Sietsema Sex Stereotype Scale to obtain a measure of sex role identification. Subject's choice of a pre-programming or academic-oriented software program as well as actual time at the computer were also carefully recorded over a five week period. Data supports the following: there does not appear to be a relationship between sex role stereotyping and computer use among three and four year old disadvantaged children, stereotypical sex role identification exists between three and four year old disadvantaged children, the amount of time spent at the computer during free choice periods does not differ between boys and girls, and there is no difference between boys and girls in terms of choice of academic or pre-programming software.

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27

Schechterman, Andrew L. "Causal attributions, self-monitoring, and gender differences among four virginity status groups." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/515976.

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The purpose of this research was to determine whether or not different virginity status groups make different causal attributions about virginity and sexual choices, to determine whether self-monitoring influences this attribution process, and to determine whether or not there were any group sex differences.This research attempted to answer several questions: 1) What virginity status groups are most likely to be high self-monitors? Low self-monitors? Are there any sex differences? 2) What kinds of causal attributions do the different virginity status groups make about other virginity status groups? Are there any sex differences?The present research used Russell's Causal Dimension Scale (CDS) and Snyder's selfmonitoring scale to assess information about causal attributions and individual self-monitoring styles. One-hundred and ninety-eight subjects participated. Descriptive and correlational analyses were conducted to determine whether self-monitoring and virginitystatus were statistically related. Based on these correlation results, multivariate analyses were conducted. Wilke's Lambda coefficients were computed via a four-way factorial MANOVA analysis. Univariate analyses and F-tests were also computed based on the multivariate results. Post-hoc comparisons of significant univariate means (main effects and interactions) were then calculated using the Tukey B test.Results indicated that 1) self-monitoring and virginity status were not correlated although male subjects were significantly higher in self-monitoring than were female subjects. 2) Although univariate analyses revealed significant effects for attributions of internality and stability, using the conservative Tukey B procedure, there were no significant differences. 3) Adamant virgin subjects attributed significantly more internality to vignettes of males than Potential Non-virgin subjects did to vignettes of males. 4) Subjects attributed significantly more controllability to vignettes of female Regretful Non-virgins than to vignettes of female Adamant virgins. 5) Regretful Non-virgin subjects attributed significantly more stability to vignettes of Regretful Non-virgins than to vignettes of Adamant virgins. 6) Male subjects attributed significantly more controllability to vignettes of Potential Non-virgins than to vignettes of Adamant virgins. 7) Regretful Non-virgin subjects attributed significantly controllability to vignettes of male Potential Non-virgins than they did to vignettes of female Adamant virgins. 8) Non-virgin subjects attributed significantly more stability to vignettes of female Potential Non-virgins than they did to vignettes of female Regretful Non-virgins.A discussion of the results, their implications for practice, and recommendations for further research were also presented.

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28

Jenkins, L. "A cross-cultural study of sex-role socialisation." Thesis, University of Strathclyde, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381456.

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29

Nichols, Cassandra N. "Women's and men's achievement striving in an academic environment : a qualitative study." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036816.

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This study explored the way women and men achieved and competed in an academic environment. Because of a lack in the literature of a conceptual framework from which to guide an investigation of achievement in the academic domain, an additional purpose of this study was to develop a grounded or data-derived theory of women's and men's achievement striving based upon their self-reported experiences. Results of this study demonstrated that both women and men achieve and that women and men appeared more similar than different in their achievement endeavors. Additionally, the results demonstrated a remarkable degree of variability among participants, suggesting that the desire to achieve is a highly individualistic phenomenon in which gender is only one possible variable that affects how individuals compete and cooperate. Closely associated with this high degree of variability was the observation that participants' perceptions, evaluations, and beliefs about achievement were often associated with situational variables. These situational variables (e.g., different contexts, importance of particular goals, relationship factors, type of preferred competition) had a mediating effect on whether or not participants competed or how they chose to compete. The results suggested that some women and men differed from one another in how they chose to compete according to various situational variables. These three interactive data-generated, theoretical elements (i.e., both women and men compete, achievement involved a high degree of variability, achievement was mediated by situational variables) combined to form a grounded theory known as the Expectancy Theory of Women's and Men's Achievement Striving. This theory suggests that women and men have a great deal in common with one another when striving to achieve, but that there may be some gender differences based upon the expectations about the process of achieving in the world of work. Some of these expectations in which women and men appeared to differ includedwomen's notion that other women were more difficult to compete with than were men. Also, men discussed the expectation that the world was a competitive place and was only going to get more competitive. Finally, both women and men expected that they world achieve the goal of having careers and families in the future, but men expected that they would achieve these goal shortly after they graduated while women expected that they would have to choose between which of these two goal they wanted first (family or career).
Department of Counseling Psychology and Guidance Services

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30

DeFrancesco, David P. "Identifying Differences Among Male Sex Offenders: Child Molesters Versus Exhibitionists Versus Voyeurs." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/3503.

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Social histories and testing data were compiled during initial placement assessments of 147 individuals arrested and charged as child molesters, exhibitionists, and voyeurs. These data were statistically analyzed using discriminant analysis and analysis of variance (ANOVA). Child molesters, exhibitionists, and voyeurs were found to differ with regards to history of voyeurism; Minnesota Multiphasic Personality Inventory (MMPI) L scale scores; sexual arousal in response to a violent scenario involving a 12-year-old male, measured via penile plethysmography; and age. Implications of these results are discussed relative to the population sampled and future research.

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31

Cole, Kathleen Shofner. ""For here forlorn and lost I tread" the gender differences between captivity narratives of men and women from 1528 to 1886 /." Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1004468540.

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32

Leeb, Rebecca T. "Here's looking at you, kid! : sex differences, sex-typing, and mutual gaze behavior in young infants." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ55354.pdf.

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Sullivan, Neal J. "Sex Differences in the Use and Evaluated Helpfulness of Premarital Advice." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/152.

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The purpose of this study was to explore sex differences in the use and evaluated helpfulness of advice received before marriage. In addition, this study explored who typically gave premarital advice. Advice is considered by some to be a form of social support which can be helpful or hurtful to the marriage relationship. The sex of the advice-giver and advice-receiver as well as the relationship quality between them was explored in order to highlight how these variables affect advice use and helpfulness. Utilizing a questionnaire and interviews with individual newlywed husbands (n = 56) and wives (n = 56), data were collected and analyzed. Advice was mostly given by mothers, fathers, friends, and religious leaders. Generally, both husbands and wives used the advice they were given and both evaluated the advice as helpful. Sex did not have a significant impact on advice use or helpfulness, but in some cases, the relationship between the advice-giver and advice-receiver significantly influenced the use and evaluated helpfulness of advice.

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34

Simonich, Heather K. "Sex differences in social support among cancer patients." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1222834.

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Social support is likely to play an especially important role in coping with a cancer diagnosis as it presents a unique set of stressors to the individual. The purpose of this study was to examine biological sex differences in the perceived availability of three modes of social support (emotional, instrumental, and informational), source of support (friends vs. family), and social support seeking behavior in a population of cancer patients. The sample included 71 men and 71 women who had been diagnosed with cancer within two years of the start of the study. No significant sex differences were found in social support seeking; however, results revealed that women perceived greater availability of emotional support as well as greater support from friends on all modes of social support than did men. Implications of these findings and future directions for research are discussed.
Department of Counseling Psychology and Guidance Services

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35

Pereira, Jo-Ann. "East-West cultural and gender differences in patterns of distress disclosure as a function of target of disclosure /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17732.pdf.

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36

Lynch, Joseph F. III. "Sex differences in the generalization of fear as a function of retention intervals." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555286.

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Anxiety disorders are the most prominent mental disorder in the United States, and women are 60% more likely than men to have an anxiety disorder. One hypothesis for this sex difference is faster fear generalization rates in females. In previous studies using male subjects, context change disrupted a fear response at a short, but not long retention interval. An incidental observation suggested that females would show a different temporal pattern of fear generalization. In Experiment 1, male and intact female rats displayed disrupted fear responses in a novel context at 1 day. Males displayed context discrimination at all intervals, whereas females exhibited generalization by 5 days. In Experiment 2, ovariectomized females were given an empty capsule or a capsule containing 17β-estradiol to determine the role of estrogens in fear generalization. Female rats with no hormone replacement displayed context discrimination at 5 days, whereas those receiving estradiol generalized their fear response to a novel context. These results demonstrate that fear generalization for contextual cues occurs faster in female rats and that this effect is mediated, in part, by estrogens. Understanding the sex differences in fear generalization is likely to be critical to developing effective treatments for anxiety disorders.

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37

Christakos, Athena. "Gender differences in the fragility of close same-sex friendships." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85063.

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The present study examined the discrepancy in the literature regarding the absence of gender differences in the stability of same-sex close friendships. One hundred and twenty children and adolescents (60 females and 60 males) from three grade levels (5, 7, and 9) participated in the study. An interview measure was developed to assess for the level of intimacy, the social context in which the friendship occurred (dyad vs. group), and perceptions of equality of achievement for both current and former same-sex close friendships. Intimacy and equality are features most closely associated with the social context of girls' same-sex friendships. It was theorized that the more intimate, dyadic nature of girls' friendships would contribute to interpersonal difficulties within their friendships. Individual interviews were conducted with each participant. It was hypothesized that girls' close friendships would be more unstable than those of boys and that girls' friendships would show more signs of vulnerability to dissolution. Statistically significant gender differences were obtained, that were consistent with the hypothesis, when only the very closest same-sex friend for both genders was included in the analyses. Girls' current same-sex closest friendships were shorter in duration compared to boys, girls' were more likely than boys to report that their current closest friends had already done something to threaten their friendship, and girls' were more likely to report a history of break ups with former same-sex close friends. Girls were also more likely to report greater distress when asked to imagine the potential dissolution of their current friendships and more likely to both anticipate and to have experienced a greater life change following the imagined and actual dissolution of their current and former friendships, respectively. The results are discussed in terms of the possible reasons behind the greater fragility of girls' friendships rela

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38

Hill, S. Kristian. "Gender differences in the strategic the [sic] use of self- reported handicaps." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941720.

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The hypothesis that self-handicapping is used differentially by men and women was examined in a naturalistic setting. It was expected that the importance of an exam would be a better predictor of self-handicapping for men, whereas stress was predicted to be a better indicator of self-handicapping for women. College students were assessed the class period prior to a mid-term exam. Participants completed a packet of questionnaires that assessed level of stress, self-handicapping tendencies, anticipated handicaps, perceived importance of the exam, the consequences of their performance (i.e. success or failure), and expected performance. The results did not support the hypotheses. However, there is some evidence that the process of self-handicapping is different for men and women. Discussion focuses on explanations for the lack of hypothesized gender interactions, the self-protective utility of self-handicapping and construct validity of the Self-Handicapping Scale (SHS).
Department of Psychological Science

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39

Van, Dixhorn Kathryn G. "Sex and Racial Differences in Socially Desirable Responding." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1309188150.

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40

Thornton, Abigail J. V. "Investigating sex differences in, and predictors of, violent and nonviolent offending behaviour." Thesis, University of Central Lancashire, 2012. http://clok.uclan.ac.uk/5310/.

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This thesis investigated the generalist or specialist theories of offending by examining the overlap of, sex differences in, and predictors of intimate partner violence (IPV), general violence and nonviolent offending. IPV is typically studied separately from other types of crime as it is perceived to be a specialist type of crime warranting its own research and theories (e.g. Dobash & Dobash, 1992; Hotaling, Straus & Lincoln, 1990; Giles-Sims, 1983). However, generalist theories (e.g. Gottfredson & Hirschi, 1990; Felson, 2002) suggest that crimes stem from the same etiology and share some commonalities: therefore perpetrators are likely to be generalists who perpetrate a variety of crimes rather than specialising solely in one type of crime. Investigating all three offences in one population will inform whether (or not) IPV is a specialist type of crime distinct from other violent and nonviolent crime. Study 1 assessed women’s violent and nonviolent offending, using data from two online student samples (men and women: n = 344), reporting on being (1) a perpetrator and witness (women), or (2) being a victim and witness (men). A comprehensive measure of general violence, IPV and nonviolent offending was developed. The results provided broad support for the generalist perspective of crime as women were found to be involved in a variety of offences. A similar pattern of offending was supported across data sources. Study 2 developed the Nonviolent and Violent Offending Behaviour Scale (NVOBS): a psychometrically sound measure of violent and nonviolent offending suitable for use with both male and female participants (using the combined sample from studies 3 and 4). Results suggested five separate subscales (general violence, IPV, drug-related offences, criminal damage, and theft). The results provided support for previous research into sex differences as men were found to perpetrate higher levels of general violence and nonviolent offences than women (supporting evolutionary theories of crime), and women perpetrated significantly more IPV than men (supporting the family conflict theory and not the feminist theory). The interrelatedness of the offence categories in men and women provided broad support for generalist theories of offending. Studies 3 (116 men; 181 women) and 4 (184 men; 171 women) explored potential predictors of offending behaviour using the NVOBS to examine whether the different forms of offending shared the same underlying correlates. Measures included: personality traits and disorder traits, attachment, anger, self-control and psychopathic traits. The same pattern of results was observed across both studies. Despite the sex differences in general violence and nonviolent offending (Study 2), there were similarities in the predictors of general violence and nonviolent offending for men and women. This supports Campbell’s (1995) theory that women’s offending may just be a muted version of men’s offending and also suggests that there are commonalities between different types of offending: supporting the generalist perspective of crime. The main difference was for IPV, where the predictors for men’s IPV were different to other types of crime and to the predictors for women’s IPV. This indicates that men’s and women’s risk factors for IPV may be different (providing some support for men’s IPV being specialist). In summary, three key themes can be taken from the research findings: (1) sex differences in offending, and mutuality of IPV, (2) the overlap between offences, and (3) the pattern of correlates and predictors of offending. Conclusions from the thesis are that men and women offenders perpetrate a variety of offences, which is consistent with the theory that criminals tend not to specialise. Limitations, ideas for future research, and original contributions to knowledge are discussed.

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41

York, Melinda Roberts. "Violence against women the dynamics associated with traditional gender attitudes and social capital /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/m_york_070809.pdf.

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42

Christakos, Athena. "Sex differences in the stability of children's and adolescents' friendships." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0015/MQ37198.pdf.

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43

Roy, Rosanne. "Gender differences in the dynamics of group competition." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36697.

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The current study explored gender differences in groups of boys and girls in a limited resource context. Forty same-sex groups of four children from kindergarten and grade four were observed during sessions in which groups played first with two different toys and then two different games. The toy and game sessions were constructed so children had to negotiate for a scarce resource (attractive toy and game winner's certificate). In the case of one of the toys the end of a player's turn was obvious to group members (explicit turn-taking toy), in the case of the other toy the end of a turn was not obvious to group members (nonexplicit turn-taking toy). Resource use (time with toy), group variability in resource use, positive affect and self-report measures were collected. Results of the toy sessions revealed both genders were very similar on all the measures; however, girls were significantly more likely to have greater group variance in distributing the nonexplicit turn-taking toy. The two games, one competitive and one noncompetitive, involved players trying to reach a finish line. For the competitive game, only one player could win, but for the noncompetitive game all players could win. During both games, a player could potentially interfere with another player's goal to win. Resource use (interfering), group variability in resource use, positive affect and self-report measures were collected. Results of the game sessions revealed both genders were very similar on all measures, however, during the competitive game, girls were more likely to have greater group variance in interfering. The results are discussed in terms of considering aspects of the context when investigating gender differences in competition.

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44

Lewin, Catharina. "Sex Differences in Memory and Other Cognitive Abilities." Doctoral thesis, Stockholm : Dept. of Psychology [Psykologiska institutionen], Univ, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-12.

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45

Coan, Jr James A. "The heritability of trait frontal EEG asymmetry and negative emotionality: Sex differences and genetic nonadditivity." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280273.

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The heritability of personality was addressed using a psychophysiological measure, midfrontal EEG asymmetry, and a paper and pencil measure, the Multidimensional Personality Questionnaire (MPQ). The degree to which midfrontal EEG asymmetry was correlated with the scales of the MPQ was assessed. Relatively greater right midfrontal EEG asymmetry was associated with higher Absorption and Negative Emotionality scores in both the Cz and linked mastoid reference schemes in females, but not in males. Relatively greater right midfrontal EEG asymmetry was also associated with higher Traditionalism and Positive Emotionality scores in the Cz reference scheme in females but not in males. Midfrontal EEG asymmetry was found to be modestly heritable in females, but not in males. Further, each of the scales of the MPQ correlated with midfrontal EEG asymmetry demonstrated moderate to high heritability. A bivariate Cholesky model was used to estimate the heritability of the phenotypic correlations between midfrontal EEG asymmetry and each of the scales with which it was related. Only the midfrontal EEG Asymmetry/Negative Emotionality Cholesky model demonstrated sufficient fit the observed data. According to this model, common genetic effects accounted for approximately 40% of the observed phenotypic correlation between midfrontal EEG asymmetry and Negative Emotionality.

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46

Sullivan, Linda Ann. "Sex Differences in the Relationship between Academic Performance, Social Behavior, and Planned Activities." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539720317.

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47

Self, Jennifer A. "Moderating factors for findings of sex differences in early fear." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/j_self_040109.pdf.

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48

Dubois, Stephanie L. "Gender differences in the emotional content of written sexual fantasies." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115758.

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The limited body of research on the emotional tone of women's and men's written sexual fantasies has relied on qualitative and/or subjective measures of affect. In this study, the Dictionary of Affect in Language (Whissell, 1989) was used to obtain two quantitative measures, Activation and Evaluation, of the emotional tone of sexual fantasies written by male (n=71) and female (n=119) university students. It was hypothesized that men would score higher than women on Activation, which is associated with arousal and action, and women higher than men on Evaluation, which is associated with pleasant feelings. Only the latter hypothesis was confirmed. Men scored higher on a measure of erotophilia-erotophobia than did women (although not on a measure of sex guilt), but controlling for erotophilia did not eliminate the observed affective difference in written sexual fantasy. Limitations of the study and other possible uses of the Dictionary in sex research are discussed.
Department of Counseling Psychology and Guidance Services

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Fineberg, Anna. "Maternal Stress During Pregnancy and Adolescent Depression: Spotlight on Sex Differences." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/395797.

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Psychology
Ph.D.
Maternal stress during pregnancy has been repeatedly associated with lasting changes in offspring physiology and behavior. Despite evidence linking maternal stress during pregnancy to premorbid abnormalities associated with depression, such as difficult temperament, cognitive deficits, and, in animal studies, brain abnormalities and biological profiles linked to depression, very few studies have examined maternal stress during pregnancy in relation to offspring depression itself and no study has examined sex differences in this association. The current study used data from 1,711 mother-offspring dyads enrolled in a longitudinal birth cohort study. Maternal narratives collected during pregnancy provided a direct, prospective measure of maternal stress during pregnancy and were qualitatively coded for stressful life events and stress-related themes by two independent raters. Latent class analysis (LCA) was used to identify distinct subgroups of offspring based on exposure to maternal psychosocial stress during pregnancy and other known developmental factors from the prenatal, childhood, and adolescent periods that have been previously associated with depression and/or maternal stress during pregnancy. To examine sex differences, LCA was conducted separately for males and females. Subgroups derived from the LCA were compared to determine whether and to what extent they differed on adolescent depressive symptoms. LCA revealed a subgroup of “high risk” females, characterized by higher maternal ambivalence/negativity about the pregnancy, lower levels of maternal positivity about the pregnancy, higher levels of reported routine daily hassles during pregnancy, lower levels of maternal education, higher maternal age, higher maternal pre-pregnancy body mass index (BMI), higher levels of maternal worry about finances and health concerns during childhood, higher levels of inhibition and conduct symptoms during childhood, decreased cognitive functioning during childhood and adolescence, lower levels of perceived paternal and maternal support during adolescence, and higher levels of maternal depression during adolescence. These high risk females exhibited elevated depressive symptoms during adolescence relative to both the “low risk” female group and the mean of the sample. A subgroup of males defined by similar indicators was not found to have elevated depressive symptoms during adolescence. Our findings appear to be in line with an emerging body of evidence suggesting that prenatal stress may have a lasting and sex-specific influence on offspring development.
Temple University--Theses

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Mackinaw-Koons, Barbara Kay. "Anxiety in Preadolescents and Adolescents and Its Relation to Sex Differences in Parental Overprotection." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392809874.

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