Spelling suggestions: "subject:"[een] SEX DIFFERENCES"" "subject:"[enn] SEX DIFFERENCES""
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The form and function of females' aggressionSechrist, Stacy M. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Jacquelyn White ; submitted to the Dept. of Psychology. Includes bibliographical references (p. 44-48).
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Gender and religious workHeyer-Gray, Zoey A. January 2004 (has links)
Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 98-101). Also available on the Internet.
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Research on same-gender grouping in eighth-grade science classroomsFriend, Jennifer Ingrid. Eubanks, Eugene E. January 2004 (has links)
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in urban leadership and policy studies in education, and education." Advisor: Eugene E. Eubanks. Typescript. Vita. Title from "catalog record" of the print edition. Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 179-187). Online version of the print edition.
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A cross-cultural investigation in suggestibility and creative imagination in young adults /Trebes, Claudia. January 2006 (has links)
Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.
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Predicting sex differences in performance on the SAT I quantitative section how content and stereotype threat affect achievement /Nankervis, Bryan, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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The association between socioeconomic and demographic factors, and quality of life in the general population /Wong, Wai-ming, Francis, January 2006 (has links)
Thesis (M.P.H.)--University of Hong Kong, 2006.
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A geometric morphometric study into the ontogeny and sexual dimorphism of the human scapulaScholtz, Yvette. January 2006 (has links)
Thesis (MSc.(Anatomy)--Faculty of Health Sciences)-University of Pretoria, 2007. / Includes bibliographical references.
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Sex differences in interpretations of emotions : a constructionist approachEgerton, Muriel January 1991 (has links)
No description available.
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Sex-related differences in attitudes toward computers at the grade 4 levelKlassen, Wendy January 1985 (has links)
The purpose of this study was to determine whether there were sex-related differences in students' attitudes toward computers at the Grade 4 level. A questionnaire was constructed, consisting of twenty-five multiple choice items, two subjective items and eight background items. The multiple choice items were grouped into six reporting categories: (1) Interest in and Enjoyment in Using Computers, (2) Anxiety and Confidence About Computer Use, (3) Perceived Usefulness of Computers, (4) Perceived Sex Roles in Attitudes Toward Computers, (5) Relationship Between Mathematics and Computers, and (6) Attitudes Toward Mathematics. The questionnaire was administered to a sample of 290 students. The sample consisted of 143 girls and 147 boys.
The data were analysed to determine any sex differences in responses to each of the items in each of the reporting categories. Attitudes toward individual items and reporting categories were defined to be positive if 50% or more of the students/girls/boys responded to the item/category in a manner established by the author as positive. To identify significantly different responses, median polish was used on the item-by-gender tables. Results of the median polish revealed items that had been reacted to, by all students, in a more strongly positive or negative manner in comparison to the other items within the category. In addition, sex differences in responses to each of the items and the reporting categories were indicated and any patterns related to either items or gender were revealed. In addition to the analysis of individual items and reporting categories, results from the 25 items for girls were compared based on whether or not their mothers use computers and also for all students based on whether or not they had computers at home.
The results of the questionnaire indicate that there were no sex differences in responses to five of the six reporting categories. Girls and boys at this age would seem to have comparable positive attitudes toward computers with regard to "Interest in and Enjoyment in Using Computers", "Anxiety and Confidence About Computer Use", "Perceived Usefulness of Computers" and "Relationship Between Mathematics and Computers", and "Attitudes Toward Mathematics". There were significant sex-related differences in one category, "Perceived Sex Roles in Attiudes Toward Computers". It was found that while both girls and boys have a positive attitude in this category, 22% more girls than boys displayed this positive attitude. However, in view of the difficulty of interpreting these results, one cannot provide a strong argument for concluding that one gender has a stronger positive (less sexist) attitude than the other. Girls and boys at this age feel it is just as important for either sex to use and learn about computers. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Examining sources of gender DIF : a confirmatory approachBarnett, Sharon 05 1900 (has links)
A confirmatory approach based on a multidimensional model (Douglas, Roussos,
& Stout, 1996; Shealy & Stout, 1993; Stout & Roussos, 1995) was used to identify
sources of differential item functioning (DIF) and differential bundle functioning (DBF)
for boys and girls on the British Columbia Principles of Mathematics Exam for grade 12
(PME12). Data consisted of a total of 9404 examinees; 4335 girls and 5069 boys. There
were 45 multiple choice items in the exam.
Analyses were completed in two stages. In stage 1, patterns present in the gender
DIF research in mathematics were identified. Stage 2 was the statistical confirmation of
these patterns. Sources of gender DIF were confirmed for the content areas: polynomial,
quadratic relations, logarithms and exponents. Items tapping higher cognitive levels
dealing with patterns and relation, word problems, and items containing visuals were also
confirmed as a source of DIF. Exploratory analyses indicated that computation items for
which no equations are provided may be a source of DIF along with trigonometry items.
This study contributes to an increased understanding of sources of gender DIF
that may assist test developers to ensure that mathematics items measure the construct
that they are intended to measure and that the test as a whole measures that which it
purports to measure. The findings of this research provide an additional source of
information about the differential performance of boys and girls that may be used to
develop guidelines and test construction principles for reducing gender DIF in
mathematics. This research also contributes to a greater understanding of gender
differences in mathematics learning and achievement. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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