Browsing Department of Psychology by Subject "achievement"
Now showing 1 - 2 of 2
Results Per Page
- ItemAndrogynous and undifferentiated differences in attributions of female success(1981) Gackenbach, Jayne; Taylor, MelanieStudies using unipolar models of sex role identity in conjunction with an attributional approach to female achievement prediction have found that androgynous women tend to consider ability to be a more feasible explanation for success than do either feminine or undifferentiated women. Androgynous, masculine, feminine and undifferentiated males and females (N=73) attributed reasons for female success to three types of cues: male-dominated, female-dominated, and exclusively female achievement areas. For external attributions, there were no differences among males, but feminine females were more likely than androgynous or masculine females to externally attribute female success. For internal attributions, feminine females were less likely than feminine males to use internal attributions across cues, while undifferentiated females were more likely than undifferentiated males to internally attribute across cues. Androgynous and masculine men and women reacted exactly opposite to each success activity. Results suggest that sex, sex role identity and situational variations occur in the prediction of female achievement behaviors.
- ItemSleep quality, sleep propensity and academic performance(2004) Howell, J. H.; Jahrig, J.C.; Powell, Russell A.We examined associations between measures of sleep propensity on the Epworth Sleepiness Scale, sleep quality on the Pittsburgh Sleep Quality Index and academic performance by GPA and grades in introductory psychology for 414 students. In the total sample, neither sleep propensity nor sleep quality correlated with GPA or introductory psychology grades. However, among students carrying a full course load, those reporting poor sleep quality performed less well on academic measures than those reporting a better quality of sleep. Further research is needed to assess die moderating influence of overall demands of daytime functioning on the association between sleep quality and academic performance.