To merge the reinforcement and competition approaches and to test the relative efficacy of reward structures, group vs individual rewarding was paired with three amounts of monetary reward for performance. The math performance of college females was consistent with the differential rewarding hypotheses, whereas males were consistent with a…

Research on gender differences in group performance suggests that males excel at brainstorming while females excel at human relations and integration. To investigate the relations among gender, interaction style, and task performance, 264 college students (130 female, 134 male) worked in three person same sex groups on a production task which…

Investigated the effects of occupational sex-dominance on sex differences in occupational performance expectations. College students indicated their self-expectations and comparison person expectations (those of a "typical" male or female) regarding job performance for six occupations. Women reported lower expectations for themselves except for…

Investigated differences in spatial task function by gender, noting whether emphasizing speed or accuracy would influence performance in various spatial domains. College students completed tasks of spatial perception, spatial visualization, and mental rotation under speed-emphasis, accuracy-emphasis, or control conditions. Results revealed gender…

Considerable research has documented the positive effect of teacher expressiveness and warmth on students' evaluations of college teachers, but the effect of teacher expressiveness on student performance is less clear. To investigate the interaction between teacher expressiveness, teacher sex, and student sex, 121 college students viewed a…

Feminist therapists' writings, while focusing on the needs of female clients, do not always consider the limitations of the therapist. Gender differences in beginning psychotherapists' behaviors and client interactions were investigated to determine the effect of sex-role stereotyping on therapeutic interactions and interventions. Verbatim…

Research has found that, in many performance situations, attributions of success and failure may reflect numerous experiences occurring over time. To expand this research, achievement attributions in an extended ego-involving situation, i.e., performance in an academic course, were examined. In addition to the traditional causes of effort,…

Indicates females perform better on the two color cards of the "Stroop Color and Word Test" but there were no differences on pure measures of performance between males and females. (RB)

Investigated effects of observer presence and subject (N=96) sex on both performance quantity and quality, job satisfaction, and task perceptions. Results demonstrated significant effects on the performance measures. Results for task perceptions supported the hypothesis that the situational factors would make salient the significance of the task.…

Oxygen uptake, heart rate, and rating of perceived exertion were used to measure the effect of caffeine ingestion on active college students. The results do not support the general use of caffeine as an ergogenic aid for either males or females, although caffeine may have that effect on specific individuals. (Author/MT)

The data collected in a 1978-79 study of 742 students enrolled in cooperative education (co-op) programs in forty-seven participating colleges and universities describes by sex what students in various fields of study do on their job, what they perceive their work conditions and responsibilities to be, how they view their abilities, and how their…

This study investigated responses of men and women to simulated performance situations as a means of determining if affect efficacy relates independently to willingness to participate in such situations, and whether its effect differs by sex. Questionnaires were distributed to 178 graduate students at a small private liberal arts institution. The…

Males have consistently been noted to perform better than females on Piagetian horizontality and verticality tasks. To examine whether females are less competent than males or whether mediating variables influence females' performance, 42 male and 42 female college students performed horizontality and verticality tasks. Subjects also rated their…

Results of sex by attribution manipulations indicated that without the effort attribution, women in mixed-sex situations had lower expectations, performed worse, rewarded themselves less and attributed their poor performance to a lack of ability. In same-sex and alone situations, women's expectations, performance and self-reward did not differ.…

Examined the effects of negative and positive information on performance expectancies of 93 female and 97 male undergraduates. Before feedback, males stated higher expectancies and overestimated their performance more than females. After feedback consistent with subjects' ability, males continued to set higher goals and to overestimate their…