Women's Assessment of Their Academic Competence.

Autor/in	Frieze, Irene Hanson
Titel	Women's Assessment of Their Academic Competence.
Quelle	(1978), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Students; Attribution Theory; Competence; Expectation; Failure; Females; Higher Education; Literature Reviews; Models; Performance; Psychological Characteristics; Reentry Students; Self Concept; Self Esteem; Sex Differences; Sex Stereotypes; Success; Womens Education + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kompetenz; Expectancy; Erwartung; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Achievement; Leistung; Zweiter Bildungsweg; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Sex difference; Geschlechtsunterschied; Erfolg; 'Women''s education'; Frauenbildung
Abstract	Research indicates that most women continue to avoid achievement or excellence in careers considered to be "masculine" fields. One reason for this appears to be that even highly motivated women lack confidence in their abilities and are discouraged from seeking demanding careers by others. Recently, a growing number of older "reentry" women are entering college. These women have an even greater difficulty developing a positive view of their academic competence. Extensive research has demonstrated the importance of attributions or beliefs about why success or failure occurs in understanding achievement-oriented behavior. Ability, effort, motivation, luck, difficulty of a task, and outside help or hindrance are among the causal attributions that can be made. Models in the literature are examined that conceptualize the the attributional process and discuss causal attributions and general expectations for women, the perpetuation of existing expectancies, and women's own expectations and the attribution of causes of one's own performance. It has been found that reentry women tend to feel insecure about their academic competence and that the housewife role may have added to this. Additional problems include feelings of guilt, and the reactions of others to their reentry, including family, classmates, and instructors. Reentry women appear to have three basic needs: training in basic academic skills such as how to write papers; adequate child care; and women in similar situations with whom they can talk. (JMD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01