Literaturnachweis - Detailanzeige
| Autor/inn/en | Lawrence, Julia; Ashford, Kelly; Dent, Paul |
|---|---|
| Titel | Gender Differences in Coping Strategies of Undergraduate Students and Their Impact on Self-Esteem and Attainment |
| Quelle | In: Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7 (2006) 3, S.273-281 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-7874 |
| DOI | 10.1177/1469787406069058 |
| Schlagwörter | Gender Differences; Coping; Self Esteem; College Freshmen; Academic Achievement; Educational Environment; Psychological Patterns; Emotional Response; Questionnaires; Student Attitudes; Comparative Analysis; Inhibition; Self Control; Foreign Countries; United Kingdom |
| Abstract | This study sought to investigate differences in the coping strategies adopted by male and female first year students in a higher education environment and the extent to which such strategies had an impact on self-esteem and attainment. Results revealed significant differences between males and females in terms of engagement in coping strategies and academic attainment. Specifically, males exhibited greater ability to detach themselves from the emotions of a situation, were more inclined to demonstrate emotional inhibition or "bottling up" of emotions and reported higher self-esteem. In addition, it was observed that females attained at a significantly higher level than males. Practical implications and recommendations for future research are identified. (Contains 2 tables.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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