Gender identity and educational achievement: Correlations of children's self perception with educational achievement

Persistent Link:
http://hdl.handle.net/10150/291677
Title:
Gender identity and educational achievement: Correlations of children's self perception with educational achievement
Author:
Warren, Annmarie Maione, 1968-
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Psychology, Social.; Education, Elementary.; Education, Educational Psychology.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Sabers, Darrell

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleGender identity and educational achievement: Correlations of children's self perception with educational achievementen_US
dc.creatorWarren, Annmarie Maione, 1968-en_US
dc.contributor.authorWarren, Annmarie Maione, 1968-en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectPsychology, Social.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSabers, Darrellen_US
dc.identifier.proquest1352380en_US
dc.identifier.bibrecord.b27055243en_US
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