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1.
随着社会语言学的发展,言语行为的性别差异与社会文化之间的关系越来越受到研究者的关注。探讨汉语语境中致歉策略使用上的性别差异及其成因,是当今社会语言学研究中的一个重要议题。本文采用问卷调查与访谈的形式,主要基于Olshtain和Cohen的5个致歉语义公式,对汉语语境中男女致歉言语策略进行定量、定性分析后,发现两性在致歉策略的运用上存在显著差异,即：女性比男性使用较多致歉策略。语言使用上表现出来的性别差异可从男女生活的亚文化环境及面子的角度得到诠释。  相似文献   

2.
This paper reports a quantitative study on gender differences in attitudes when learning oral skills via technology. The study was conducted at Tafila Technical University, Jordan, with 70 female and 30 male students, to find out if female students are better and faster in learning a language than male. Specifically, it seeks to investigate differences in attitudes between females and males in terms of practicality, confidence and anxiety. The results of the study show that there were no significant differences between female and male students when comparing the pre- and post-test mean scores. Both genders establish the same levels of attitudes before and after undergoing this course, which suggests that the exposure to language learning using technology did not contribute to any significant gender inequality. The paired sample t-test results showed improved attitudes toward learning oral skills in both females and males. The study also indicates female and male improvement in the anxiety dimension showing that their initial strong apprehension toward this course was greatly reduced at the end of the course. In terms of confidence, female showed better enhanced confidence level than male at the end of the course.  相似文献   

3.
The Performance Scale of the WISC-R was administered to 60 female and 65 male hearing-impaired subjects. The only significant sex difference found was on the Coding subtest, with females outperforming males by a mean scaled score difference of 1.77 points (t = −3.087, p<.01). Subtest intercorrelational results suggest that deaf females possessed significantly better visual-motor coordination and speed, while males demonstrated better spatial analysis and synthesis skills. A principal factor analysis procedure yielded only one factor for each sex. The high degree of factorial similarity between the female and male samples indicated that the underlying construct being measured by the WISC-R Performance subtests does not differ by gender.  相似文献   

4.
Schoolbooks convey not only school-relevant knowledge; they also influence the development of stereotypes about different social groups. Particularly during the 1970s and 1980s, many studies analysed schoolbooks and criticised the overall predominance of male persons and of traditional role allocations. Since that time, women’s and men’s occupations and social functions have changed considerably. The present research investigated gender portrayals in schoolbooks for German and mathematics that were recently published in Germany. We examined the proportions of female and male persons in pictures and texts and categorized their activities, occupational and parental roles. Going beyond previous studies, we added two criteria: the use of gender-fair language and the spatial arrangements of persons in pictures. Our results show that schoolbooks for German contained almost balanced depictions of girls and boys, whereas women were less frequently shown than men. In mathematics books, males outnumbered females in general. Across both types of books, female and male persons were engaged in many different activities, not only gender-typed ones; however, male persons were more often described via their profession than females. Use of gender-fair language has found its way into schoolbooks but is not used consistently. Books for German were more gender fair in terms of linguistic forms than books for mathematics. For spatial arrangements, we found no indication for gender biases. The results are discussed with a focus on how schoolbooks can be optimized to contribute to gender equality.  相似文献   

5.
While research has found that males tend to commit more academically dishonest acts than females, we know little about what accounts for the gender differential or whether the same factors can explain academic dishonesty for males and females. This study assesses how internal controls, i.e., self‐control, shame, embarrassment, and moral beliefs, account for the relationship between gender and cheating behavior. Using a sample of students from a southern university in the United States, this study explores three questions. First, do internal controls vary across males and females? Second, can internal controls account for gender differences in test cheating? Third, do internal controls differentially or similarly predict test cheating for males and females? Results show that (a) gender differences among several internal controls as well as cheating behavior, (b) internal controls reduce the gender gap but cannot completely explain why gender differences exist in cheating, and (c) two internal controls, self‐control and moral beliefs, differentially predict male and female test cheating. We discuss limitations of our findings and how research can expand the investigation of gender differences and explanations for engaging in academically dishonest acts.  相似文献   

6.
申利芬 《海外英语》2012,(18):238-240
This study aims to investigate the use of amplifiers in term of gender and disciplinary groups in academic research arti cles,which is based on the British Academic Written English Corpus(BAWE).18 amplifiers were examined across two dimen sions:gender and disciplinary groups.The results show amplifiers are more common in males’ academic writings than in those of females in general,amplifiers are used more often in AH discipline.However,not all amplifiers show significant gender differ ences between men and women.Six words show a significant difference between male and female writers:pretty,by far,perfect ly,quite,a great deal,totally,which are used more often by males.However,the interesting is in LS discipline,most amplifiers are used more often by female than male writers and males tend to use by far more frequently than females.  相似文献   

7.
This study examined gender differences in the rate of change in mathematics affect (attitude and anxiety toward mathematics and utility of mathematics) across middle and high school, using data from the Longitudinal Study of American Youth. Hierarchical linear models indicated no gender differences in the rate of decline in either attitude or utility, but females grew faster in anxiety than males. Schools were more responsible for variation in the male than female rate of change in mathematics affect. Student and school variables influenced the rate of change in mathematics affect in a quite different way between males and females.  相似文献   

8.
One of the prerequisites for acceptance and implementation of computers in an educational system is a positive attitude of both teachers and students toward their use. This research, therefore, focuses on differences in attitudes toward computers between male and female teachers, female and male gifted students, and teachers and gifted students. Samples consisted of 217 gifted students (115 males and 102 females) and 125 teachers (30 males and 95 females) in the Amman Educational District, Jordan. Computer attitudes were measured by means of the Attitudes of Both Teachers and Students Toward Computers Questionnaire, and compared statistically to variables such as performance in mathematics, IQ, gender, teachers’ experience in teaching and computing, and teachers’ training. Results showed that participants are generally positive towards computers, and there were no significant differences in attitude between gifted students and teachers or between males and females. Attitudes towards computers, however, may be predicted by performance in mathematics and by IQ scores.  相似文献   

9.
Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.  相似文献   

10.
This study examined the relationship of selected cognitive and affective variables to mathematics achievement for a random sample of 60 students as they progressed through 6th, 8th,10th and 12th grades. A consistent gender difference was found for stereotyping mathematics as a male domain. No consistent significant gender difference between means was found for spatial skills, verbal skill or mathematics achievement. Confidence, verbal skill and spatial visualization were each consistently positively correlated with mathematics achievement for both males and females. No gender difference was found for these correlations. However, spatial skills alone were found to be consistent significant predictors of mathematics achievement for females each year of the study, but not for males. Verbal skill was a consistent significant predictor of mathematics achievement for males, but not for females. The results of this study could lead to a reevaluation of the hypothesis that spatial skills help boys achieve in mathematics.  相似文献   

11.
Mating behavior of male and estrous female rats was observed in a large cage through three ejaculatory series. Movement, 22-kHz ultrasonic vocalizations, sexual behavior, and distance between animals were studied during the postejaculatory interval (PEI) to help establish how copulatory contact is maintained and reinitiated for successive ejaculations. Females moved more than males throughout the three series. The duration of vocalization by the male during the PEI increased in the presence of an experienced female. During the male’s vocalization, the rats exhibited a period of immobility that usually began with the experienced female’s terminating contact by moving away from the male and ended when the female reinitiated contact by moving toward the male. Virgin females did not show this pattern of movement. Experienced females maintained a greater distance from the male during the PEI than did virgin females. We conclude that the behavior of the experienced estrous female assures both considerable spatial separation during the male’s refractory period and the reinitiation of contact.  相似文献   

12.
An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender.  相似文献   

13.
“性别话语”导致男性和女性在交际方式上存在差异,通过对英语课堂中男女教师课堂反馈方式的对比分析,发现性别差异同样会影响教学风格：女教师的课堂互动性和支持性较强,而男教师的课堂则具有更强的权威性,信息量更为密集。  相似文献   

14.
Gender differences in computer-related attitudes have been reported in school children of all ages. Females express more negative attitudes than males when asked to explicitly endorse attitude statements. This gender difference may be compounded by females expressing attitudes consistent with their psychological gender. This study uses an art-based methodology to assess the computer-related attitudes of 395 primary school children (aged 5 to 11). A significant difference occurs in the gender drawn by the children. Whilst 30% of females draw males, only 4% of males draw females. Additionally, older females draw proportionally less smiling faces. These results are consistent with more traditional assessments of attitude which indicate that females’ attitudes towards computers become more negative as they progress through the educational system. The art-based methodology also identified similar proportions of females holding negative attitudes as do more traditional assessments, suggesting ecological validity for the gender differences in computer attitudes. The implications for computer-related education are discussed.  相似文献   

15.
The purpose of this study is to describe an online community-based English extensive reading contest to investigate whether the participants’ intrinsic, extrinsic, and interpersonal motivations and learning results show significant gender differences. A total of 501 valid questionnaires (285 females and 216 males) from Taiwanese high school students and 15 interviewees from the students receiving awards were the subjects in this study. The findings show that females had a stronger participative intrinsic motivation, while males displayed a higher participative interpersonal motivation. Furthermore, female average scores were higher than the male ones on the comprehension tests. Even though the final results of the total scores for females were still higher than those of males, male scores for the interactivity tests were on average higher than those of females. The phenomena and implications behind the participative motivations are specifically discussed and explained.  相似文献   

16.
The purpose of this study was to examine differences in (a) the amount of affectionate behavior expressed by boys and girls and (b) the types of recipients of boys' and girls' affectionate behavior. Data were collected by conducting naturalistic observations of 76 children (32 males and 44 females) in six daycare centers. The affectionate behaviors observed were smiling, affectionate words, and active and passive affectionate physical contact. The results indicated that children's affectionate behavior was not gender typed as defined by social learning theory. However, there were gender differences related to the recipients of children's affectionate behavior. Children expressed more affection to (a) individual children and teachers than to groups and (b) same-gender peers than to opposite-gender peers. The specific behaviors making important contributions to the overall differences between boys' and girls' expressions of affection to male and female children differed. The results indicate there is a need to include the interpersonal context of the behavior when examining gender differences and to expand theory and research on the role of affection in children's development and relationships.  相似文献   

17.
This article considers the relationship between gender and self‐efficacy in teacher trainees engaged in an electricity‐related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student teachers entering the University with more male than female students having done Science to grade 12 level. In addition, the continuing differential in standards of education in South African schools necessitated distinguishing those who had attended educationally advantaged from those who had attended educationally disadvantaged schools. In the examination, a test of theoretical knowledge, male students in each group outperformed female students. This we explain in terms of school background, gender responses from family members who regarded Science as a male domain, and the resulting lower self‐efficacy of female students. However, female students achieved as well as male students in the design and construction task. We argue that although males had better self‐efficacy levels than females at the outset, the hands‐on, individual nature of a task in a domain usually constructed as male led to female students developing increased levels of self‐efficacy, which ensured task performance matching that of the more knowledgeable male students.  相似文献   

18.
Two studies are reported that examine the effects of the sex of the speaker and the sex of the listener on recall from a medical audiotape on multiple sclerosis. Previous research in other contexts has suggested that males might be more effective speakers than females, that males might be more effective listeners than females, and that there might be an interaction between the sex of the speaker and the sex of the listener so that male listeners might recall more from male speakers and female listeners might recall more from female ones.
Despite considerable differences between the two reported studies, the results from both were very similar. Both produced no evidence to support any of the above suggestions.  相似文献   

19.
Chi‐square analysis is used to test for differences in the degree results of male and female geography graduates from 42 UK universities between 1973 and 1993. The combined results of these universities (i.e. departments at subject‐specific level) show a persistent and striking overrepresentation of males with thirds and pass degrees together with a less obvious, but statistically significant, overrepresentation of males achieving firsts. Corresponding analyses for individual departments emphasise the need for caution in deriving generalisations from aggregate data. A significant difference (at the 99% level) in the cumulative annual degree results of males and females is found in 10 of the 42 departments. The sources of these differences vary and it is suggested that a distinction is drawn between general factors responsible for the pervasive overrepresentation of males in the third/pass categories and department‐specific factors responsible for gender differences in other degree classes, especially firsts.  相似文献   

20.
ObjectiveResearch investigating the impact of child sexual abuse (CSA) in community samples of adolescents has been limited. This study aims to identify sexual abuse among ethnically diverse high school adolescents of both genders and evaluate their psycho-emotional consequences.MethodThrough the use of self-report instruments, a sample of 223 Latino and European American 16–19-year-old high school students were identified as either victims of CSA or as nonabused. The emotional impact of sexual abuse was also investigated among these ethnically diverse adolescent males and females.ResultsInitial findings revealed that those adolescents who gave inconsistent responses to CSA assessments questions were much more similar in patterns of psychological distress to CSA victims compared to nonabused teenagers. Prevalence analyses revealed that females (45%) were nearly two times more likely to report CSA than males (24%). Latinos (44%) were significantly more likely to experience CSA compared to European Americans (27%), and Latinas (54%) had the highest prevalence overall. Other findings indicated substantial differences in type of perpetrator. While female victims of CSA identified male perpetrators in 91.9% of cases, male victims of CSA identified female perpetrators in 52.9% of cases. Consistent with past research, sexually abused adolescents reported significantly greater psychological distress than their nonabused peers, regardless of gender or ethnic group. Gender differences emerged with females reporting greater psychological symptoms, but these differences were substantially reduced when CSA was controlled. European Americans reported greater anxious arousal symptoms compared to Latinos.ConclusionsOur findings suggest that the prevalence of CSA among adolescents is higher than existing research has noted for both males and females and particularly higher for Latinos compared to European Americans. Perpetration by females upon males may also be higher than research has noted. Our findings also revealed many ethnic and gender similarities and fewer differences in the psychological impact and circumstances of sexual abuse in this diverse sample of adolescents.Practice implicationsThe high prevalence of CSA among adolescent males and particularly Latinas emphasize the need to intervene on a community level and with parents for both prevention and intervention regarding issues of sexual victimization. The numbers of female perpetrators, especially when boys are the targets of abuse, may be higher than previously imagined and thus must be assessed tactfully and thoroughly. This study found that adolescents who reported CSA inconsistently had similar symptoms as those with confirmed CSA and therefore warrant greater attention and more persistent intervention. When treating victims of CSA, the Trauma Symptom Inventory (TSI) is effective in identifying specific areas of emotional distress to treat in sexually abused ethnically diverse male and female adolescents. Culturally relevant prevention efforts are needed for ethnically diverse children of both genders.  相似文献   

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