Results of a test administered to university women supported the hypothesis that instructions interact with role orientation in determining a woman's achievement and her performance. Nontraditional women displayed achievement motivation under standard intellectual arousal conditions, whereas traditional women displayed greater motivation under…

Discriminant analyses of 439 subjects who were asked to write an account of an achievement of failure, and to describe it in terms of locus of standards, conceptual focus, and initial expectations for success, indicated that cognitions were more readily patterned in terms of achievement domain than sex. (Author/BJV)

The thesis that achievement in women is hindered by depressed occupational and educational aspirations, which are in turn influenced by achievement related expectations, is investigated. (Author)

Reviews the status of research on sex differences in causal attribution for success and failure. Suggests that the literature on sex differences in attributions is characterized by inconsistencies and has not yet fulfilled its promise as the key to understanding differential achievement in men and women. (Author/GC)

A study of college women's achievement behavior provides partial evidence that objective fear-of-success scales tap actual avoidance tendencies characteristic of traditionally feminine women, while the Thematic Apperception Test reflects, at most, ambivalence over success which may be equally characteristic of high achieving, nontraditional, and…

Because different fear of success measurement instruments do not seem to tap the same underlying trait, factor analysis of this construct was inconclusive. The study's findings on anxiety, however, were clearer: anxiety significantly differentiates the sexes and is a negative predictor of both grade point average and ability. (Author/GC)

The following hypotheses were tested and confirmed: (1) highly competent females achieve less when their partners are less competent males than when their partners are less competent females, while highly competent males achieve equally well in either case; (2) less competent males and females achieve more when their partners are highly competent…

Stereotypes about sex roles and achievement settings were investigated by examining stories written by college males and females. The characters of the stories, "John" and "Anne," were placed in either a neutral setting or in medical school. Anne was rated more feminine than John in the neutral setting but equally masculine as a medical student.…

Examined (1) whether sex differences in achievement patterns are recalled by subjects who were personally involved; (2) whether women and men rely on different causal factors to explain their success or failure; and (3) if the achievement pattern influences causal attributions for success or failure. (Author/GC)

In an experimental study, comparison with a high-ability same-sex other, even in a non-face-to-face and noncompetitive setting, created differences between the sexes in a range of achievement behaviors; comparison with a low-ability or average-ability same-sex other did not. (CMG)

Attitudes toward parenting success or failure were tested via a questionnaire administered to 276 undergraduates without parenting experience. Female respondents were especially success-oriented and viewed parenting as requiring deliberation and skill; males were more inclined to put blame for failure on the child. (CJM)

Examines choices of 83 male and 84 female college students in vignettes providing opportunities to achieve through competition with a person of the other gender with whom students have a close relationship. Overall, men seem less willing to compete against women. Results are discussed in terms of job competition. (SLD)

Two replication studies, using a sample of 236 high school students and 144 teachers, test the assumption that females undervalue and underestimate their achievements because of the social consequences of immodesty. Finds consistent negative consequences regardless of sex. Differences are discussed in the context of "feminine immodesty." (FMW)

Examines the beliefs of college-educated Chicanas regarding ethnic identification, preferred endogamy, and male perceptions of their achievements. Concludes that these women attempt to integrate traditional female role behavior with newly achieved professional status. (FMW)

Examines whether relationships of self-reported depression and suicidality to gender roles or gender are moderated by stressful life events. Results with 290 female and 247 male undergraduates support the androgyny model of adjustment and a self-schema model of depression. (SLD)