Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The aim of the present study was to determine the distributions of and correlations between hand preference, visual acuity and eye preference through a series of tests in 50 males 50 females aged between 17 and 39 years. Handedness was determined through the Edinburgh handedness inventory questionnaire. The handedness distribution was: right-handed 90%, left-handed 1 %, and ambidextrous 9%. I found that 30 % had better visual acuity with their right eye, 39 % had better visual acuity with their left eye, and 31% had the same visual acuity with both eyes. 75.2% on average used their right eye in the battery of tests and 24.8% on average used their left eye. There were no statistically significant differences between the sexes or age groups with any of the measures. No correlation was found between eye preference and visual acuity or eye preference and hand preference among all subjects. No statistically significance between the sexes was found.

The purpose of the project was to explore sex and grade differences observed in RISA (a term used to refer collectively to relational, indirect, and social aggression). Three theories used to explain sex and grade differences, namely, gender socialization theory (Bjorkqvist, 1994;Lagerspetz & Bjorkqvist, 1994; Lagerspetz, Bjorkqvist, & Peltonen, 1988), target-value theory(Bjorkqvist, Lagerspetz, & Kaukiainen, 1992; Lagerspetz et al, 1988; Crick & Grotpeter, 1995),and symbolic capital theory (Campbell, 1993; Cashdan, 1997; Eckert, 1990; Horney 1934a, 1934b, 1934c) were reviewed, expanded upon, and tested. Theories were tested using questionnaires; however, a small subset of participants also completed individual interviews to add greater depth to information provided by the quantitative data. A second purpose of the project was to use a measure that represents the diversity of RISA items found in other measures currently used by researchers since research has suggested inconsistencies in findings may be related to item composition. Participants were 521 (301 girls and 220 boys) in grades six (n = 224), seven (n = 224) and eight (n = 73) from various Canadian schools (average age of 12.2 years) who completed the questionnaires. From this sample, 28 students completed individual interviews. Results indicated that boys and girls did not differ in regard to self-reported use of RISA; however, interviews and peer nominations indicated that girls have the reputation for engaging in RISA more frequently than boys. Post-hoc analyses indicated that the appearance of sex differences in RISA may be influenced by item choice as some items on the self-report measure were more highly reported by boys, while others were more likely to be reported by girls. There was not a great deal of support for any of the theories tested. Results indicated that the pattern of connections for predictors of RISA frequently did not differ by sex. Factors like perceived risk of or discomfort with using aggression, affective reactions to relationship threats, and care about ones own or a peers performance in a number of life domains were connected to RISA for both sexes.

We analyze experimental results obtained from the ultimatum game framed as a situation of salary negotiation. First, we frame ultimatum bargaining as a situation of salary negotiation. Second, we introduce a real task which has to be performed by employee-subjects as a consequence of accepting a given salary. We show that real effort raises salaries. In fact, this result is due to both higher salary offers by employers and higher rejection rates by employees. Besides, we study gender differences in individual decision making under uncertainty using the lottery panel test introduced in Sabater-Grande and Georgantzís (2002). Regarding risk aversion, our results confirm that female subjects are more risk averse than males. Regarding sensitivity to risk, female subjects are less attracted than men by the linear risk premia used in the design of the four panels. Our evidence suggests that gender and risk-related effects in ultimatum bargaining can and should be disentangled as two separate idiosyncratic dimensions. Specifically, although we confirm the broadly accepted result that females are more risk averse than males, we find that offers made by females are lower than those posted by male subjects. In fact, the gender effect becomes stronger once risk attitudes are accounted for. Gender effects are found to depend also on cultural differences. In sessions with Greek and Spanish subjects we obtain gender differences of the same sign and similar sizes, whereas British females' behavior differs from that of males only in the case of employee subjects and in the opposite direction to the gender effect reported on subjects from the two Mediterranean countries.

Drawing upon the research on gender in science (especially gender and publication and patent productivity), social network studies, and social studies of interdisciplinary research and nanotechnology, this dissertation develops and tests a series of hypotheses to advance the understanding of the gender difference in patenting in the U.S. Ridgeways theory of gender frame (Ridgeway, 2009, 2007; Ridgeway&England, 2004) is very powerful in explaining gender inequity at both micro- and macro-levels, and thus constitutes the foundation of this study. After laying out the theoretical foundation, I set out to focus on collaboration as one of critical mechanisms accounting for the gender difference in patenting. While social network scholars maintain that social capital resides in network structure and claim different structures provide different benefits (Borgatti, Jones,&Everett, 1998), I conceive of diversity as the most important structural feature of collaboration networks to predict patenting performance, and accordingly develop the concept boundary-spanning collaboration to refer to collaboration networks containing relationships to diverse others. Then, I rely on social studies of gender, network, and desired outcomes as well as research on interdisciplinary fields in general and nanotechnology in particular to propose several hypotheses regarding how gender would differ on boundary-spanning collaboration and how the differences matter the gender gap in patenting in the context of nanotechnology. Two sets of analyses, performed on large-scale patent data and individual-level survey data, generate novel and important findings. These results enhance our understanding of the distinct context of nanotechnology, especially with regard to collaboration and gender representation, and the interrelationships of gender, boundary-spanning collaboration, and patenting involvement in this context. In brief, there are three major findings. First, while nanotechnology and patenting activities present new areas for gendered studies in science, the influential gender stereotypes always predict the detection of a gender gap. Second, collaboration networks, especially those featured with diversity, are relevant to the gender gap in patenting nanotechnology in a complicated way, but the operationalization of diversity is the key to comprehend the complexity. Third, the returns from collaborative relationships are generally gendered, but the gender gap in returns varies upon the context where a relationship takes place. Relating these findings to previous research, I highlight the theoretical and methodological contributions of this study, point out its limitations for future research development, and draw pertinent policy implications.

The purpose of the project was to explore sex and grade differences observed in RISA (a term used to refer collectively to relational, indirect, and social aggression). Three theories used to explain sex and grade differences, namely, gender socialization theory (Bjorkqvist, 1994;Lagerspetz & Bjorkqvist, 1994; Lagerspetz, Bjorkqvist, & Peltonen, 1988), target-value theory(Bjorkqvist, Lagerspetz, & Kaukiainen, 1992; Lagerspetz et al, 1988; Crick & Grotpeter, 1995),and symbolic capital theory (Campbell, 1993; Cashdan, 1997; Eckert, 1990; Horney 1934a, 1934b, 1934c) were reviewed, expanded upon, and tested. Theories were tested using questionnaires; however, a small subset of participants also completed individual interviews to add greater depth to information provided by the quantitative data. A second purpose of the project was to use a measure that represents the diversity of RISA items found in other measures currently used by researchers since research has suggested inconsistencies in findings may be related to item composition. Participants were 521 (301 girls and 220 boys) in grades six (n = 224), seven (n = 224) and eight (n = 73) from various Canadian schools (average age of 12.2 years) who completed the questionnaires. From this sample, 28 students completed individual interviews. Results indicated that boys and girls did not differ in regard to self-reported use of RISA; however, interviews and peer nominations indicated that girls have the reputation for engaging in RISA more frequently than boys. Post-hoc analyses indicated that the appearance of sex differences in RISA may be influenced by item choice as some items on the self-report measure were more highly reported by boys, while others were more likely to be reported by girls. There was not a great deal of support for any of the theories tested. Results indicated that the pattern of connections for predictors of RISA frequently did not differ by sex. Factors like perceived risk of or discomfort with using aggression, affective reactions to relationship threats, and care about ones own or a peers performance in a number of life domains were connected to RISA for both sexes.

Thesis (doctoral)--Universität, Bremen, 2009. / Includes bibliographical references and register.

Augsburg, Universität, veränd. Thesis (doctoral), 2001 entitled: Hofmann, Renate: Geschlechtergerechte Sozialisation im Religionsunterricht. / Includes bibliographical references (p. 160-200) and indexes.

Stress och stressrelaterade sjukdomar är ett problem i dagens samhälle och de som främst är drabbade är unga människor. Stressen är dessutom ojämnställt fördelad då kvinnor drabbas värre än män. För studenter kan stress vara en faktor som påverkar deras studieprestation negativt. Syftet med studien var att undersöka självupplevd stress bland högskolestudenter på Mälardalens högskola samt analysera om det finns skillnader avseende kön och utbildningsprogram. Studien hade en kvantitativ ansats där en tvärsnittsdesign användes. Data samlades in genom enkäter och totalt besvarades 72 enkäter av studenter ifrån fyra olika program på Mälardalens högskola. Data analyserades genom chi-2-tester i statistikprogrammet SPSS. Resultatet visar att studenterna upplever ett visst mått av stress men inte kan sägas vara mycket stressade eller fria från stress. Resultatet visade både köns- och programskillnader som inte var statistiskt signifikanta. Programskillnaderna kunde dock härledas till könsskillnaderna då tre av fyra program var antingen starkt mans- eller kvinnodominerade. Slutsatserna av studien är att studenterna upplever en viss stress samt att det fanns skillnader avseende kön och program som ej var statistiskt signifikanta. / Stress and stress related diseases is a problem in today’s society and those most affected by it are young people. The stress is also unequal as women are more affected than men. For students stress can be a factor that affects their performance in school negatively. The aim of the study was to investigate for perceived stress among students at Mälardalen University and analyze gender and study program differences. The study had a quantitative approach and was conducted thru a cross-sectional study. The study was answered by 72 questionnaires that were completed by students from four study programs at Mälardalen University. The data of the study was analyzed by chi-2-tests in the data program SPSS. The result of the study gave an account of the perceived stress among the students who reported to perceive some stress, but it was neither high nor low. The results showed gender- and study program-differences that were not statistically significant. However the differences among study programs could be traced to the gender differences as three out of four programs were male or female dominated. The conclusions of the study are that the students have some perceived stress and that there are some differences in perceived stress for gender and study programs that are not statistically significant.

The maltreatment of children is unarguably an important social concern, the negative effects of which have been well-documented in the literature over the past two decades. Research on the etiology of maltreatment, however, has yielded few strong conclusions regarding the characteristics of abusive parents. There is much disagreement with respect to the personality or psychological attributes of those parents who maltreat their children (Belsky, 1993), and the question of how those characteristics are differentially associated with the subtypes of abuse has not been adequately addressed. Furthermore, although the extant literature has consistently agreed that maltreatment contributes to poor psychological outcomes for adolescents it is less clear how these outcomes differ depending upon the type and severity of maltreatment (Trickett & McBride-Chang, 1995). The current study sought to identify those personality attributes that are both predictors and effects of abuse. Scales of the Minnesota Multiphasic Personality Inventory- 2nd edition (MMPI-2) were examined to determine personality variables associated with perpetration of each of four major classifications of abuse. Further, scales from the MMPI-Adolescent version (MMPI-A) were utilized to determine those personality variables in adolescents that may be affected by each of those four categories. This study hypothesized that clear patterns would emerge in which certain personality variables are predictive of the type of abuse that parents engage in, and each type of abuse is predictive of the manifestation of certain personality characteristics in adolescents. The effects of gender were also analyzed. Structural Equation Modeling was used to analyze the MMPI-2 and MMPI-A data and abuse histories of 100 pairs of offending parents and maltreated adolescents. Results indicated significant direct effects of parent personality on abuse subtype, abuse subtype on adolescent personality, parent personality on adolescent personality, and one significant mediation effect of parent personality on adolescent personality through abuse subtype. Additionally, gender was found to significantly affect the engagement in and experience of abuse, and one significant interaction of gender and abuse subtype on adolescent personality was discovered. Results are of practical importance in designing abuse intervention and prevention programs and inform the current understanding of the intergenerational transmission of abuse. / text