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    Are females more helpless than males: an observational and attributional analysis in Maths and English : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1993) Hawke, Gillian Naomi
    The present study investigated the under-achievement and participation of females in mathematical areas within the context of the attribution theory. Gender differences for causal attributions and achievement-related beliefs were investigated in Maths and English, employing a methodology which allowed for the subjective construction of the situation by the student. Subjects were 97 form five Maths and English students (50 males and 47 females). Overall, there were no consistent gender differences in attributions for success and failure in Maths and English. Although males perceived themselves as more competent in Maths, there were no gender differences in achievement-related beliefs. However, females displayed more mastery-oriented cognitions in English . Additionally, the relationship of gender and teacher-student interactions in Maths and English classrooms were investigated, in an attempt to conceptualise the role they have in sustaining gender related behaviours. It was hypothesized that males and females were being treated differently in Maths and English, which in some way affects their attributions for achievement outcomes, and subsequent achievement­ related beliefs. Four classrooms (two Maths and two English) were observed for five hours each. Contrary to predictions, there were few significant differences in the contingencies of evaluative feedback given to students, with respect to its frequency, its typical referents, and the specificity of its use. The results were discussed in terms of their relationship to other studies, and the implications for past and future methods of studying students' causal attributions in mathematical and verbal achievement situations. Alternative mechanisms by which females self-derogating beliefs might inhibit their participation and achievement in maths-related areas were also considered.
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    An examination of sex differences in computing behaviour and intentions to enrol in a computer studies course using the Fishbein-Ajzen and self-efficacy models : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1985) Vasil, Latika
    This study aimed to investigate sex differences in secondary school students' intentions to enrol in a computer studies course, and in the relative contributions of the attitudinal and normative components of the Fishbein-Ajzen model and self-efficacy expectations, to explaining variance in these intentions. Sex differences in other dimensions of computing behaviour were also examined. The study also provided the opportunity to test both the Fishbein-Ajzen and Self-Efficacy models per se. Participants were 363 Form 5 students attending seven schools (two single-sex male, two single-sex female, three co-educational) in the lower half of the North Island. The high school students were administered two questionnaires during the two separate phases of the study, measuring Fishbein-Ajzen (1980) model constructs, self-efficacy expectations, past computing behaviour, demographic variables and an estimate of ability. Results unexpectedly revealed that girls' behavioural intentions to enrol in a computer studies course were not significantly lower. In fact, girls were slightly more likely than boys to express intentions to enrol in computer studies courses when assessed at Phase 2. No significant sex differences emerged in the relative contributions of the attitudinal and normative components of the Fishbein-Ajzen model and self-efficacy expectations to intentions. In contrast, strong sex differences in the expected direction were found in access to computers in general including access to home computers. Boys also used computers more frequently, had more past computing experience and higher levels of computing self-efficacy expectations. The results of the present study provided empirical support for both the Fishbein-Ajzen model as well as for self-efficacy theory. However the independent contributions of two variables external to the Fishbein-Ajzen model to explaining the variance in behavioural intentions, were inconsistent with the Fishbein-Ajzen model. The failure to find predicted sex differences in behavioural intentions was discussed in light of a number of possible explanations. The importance of intervention efforts based on countering traditional views about women's occupational role was highlighted. Results were also discussed in terms of their relationship to previous studies and the adequacy of some of the measures used. Finally some suggestions for future research were offered.
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    Gender, goals and attributions : a study of form two and form five students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Science at Massey University
    (Massey University, 1986) Loveridge, Judith
    Gender differences for causal attributions were investigated in an interview, employing a methodology which allowed for the subjective construction of the situation by the student. The questions addressed students' own school work in science and reading. The interviews were conducted with 51 form two students (28 females and 23 males) and 57 form two students (28 females and 29 males). Predictions regarding differences between males and females were made in terms of goals in learning, causal attributions, and the relationship between goals of learning and attributions. Other variables addressed included students' self-perceptions for performance, views on the function of schools and why people go to school, and their perceptions of the gender-specificity of science and reading, as school subjects. Overall, there were no consistent significant differences in the responses given by males and females. Form two and form five students differed in the frequency with which they described particular activities as successes and failures. The discussion of the findings addressed their implications for findings from previous studies that have used rating scales, the proposed role of attributions in mediating gender differences and the implications for future research in the area.
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    The factors influencing females' participation in University Bursaries Physical Education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Special Education at Massey University
    (Massey University, 1997) Girven, Wendi
    The under-representation of females in University Bursaries Physical Education compared to their male counterparts was investigated to discover what factors influence females' participation. A variety of approaches including a postal survey, student and teacher perceptions questionnaires, focus group interviews and an informal discussion with physical educators were employed to examine the complexities and interpretations of Physical Education and sporting involvement as a physical phenomenon for females. An examination of the personal characteristics, needs, situational circumstances, the context and organisation of University Bursaries Physical Education revealed insights into the type of programmes that attract and cater for the interests of females. Results indicate that a 'gender-sensitive' and 'gender-fair' dimension was evident in those schools surveyed. Females believed that the curriculum was providing appropriate knowledge, skills, insights, attitudes and motivations that enabled them to develop their unique needs and abilities. It is anticipated that the information presented, the questions raised and the implications for future research and practice, will serve as catalysts for further discussion and research.
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    Gender differences and writing : self-efficacy beliefs, attitudes, preferences and perceptions : thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Education) Massey University
    (Massey University, 2000) Hansen, Sally
    This present research investigated gender differences in students' writing self-efficacy beliefs, writing attitudes, writing preferences and gendered perceptions about writing in the New Zealand School Certificate English classroom. The aim of this study was to determine whether boys and girls differ in their writing self-beliefs, writing attitudes, writing preferences and gendered perceptions about writing, and to identify factors which may adversely contribute to the negative affect and poor performance of boys in writing in the English classroom at year 11. Participants were 215 students from 10 School Certificate English classes, attending eight secondary schools in the Manawatu, Hawkes Bay and Wellington. A questionnaire was developed and included selected items from the Daly and Miller Writing Apprehension test and the Shell et al., Writing Skills Self-Efficacy Scale. Qualitative data comprised students' comments on their writing attitudes and beliefs. These were included to enrich the interpretation of the questionnaire data. The results indicated a gender difference in writing attitudes, with boys reporting a higher level of negative writing satisfaction, and less writing enjoyment in the English classroom. Gender differences were also indicated in terms of the writing genres boys and girls prefer to engage in. Boys and girls reported distinct differences for their first and second preferred writing options. No significant gender differences were reported in students' self-efficacy beliefs or predicted confidence judgements to perform specific writing competencies. No significant gender differences were reported in students' perceptions about writing as an inherently gender-biased activity. Results indicated the students in this study did not perceive writing to be an inherently feminine or masculine activity. However, they did indicate an awareness of differential outcomes for boys' and girls' writing in the way in which their respective discourses were regarded and valued by others. The findings are discussed in terms of gender-based attitudinal writing differences and writing preferences. The possibility that the types of writing girls prefer hold more value in the English classroom and in School Certificate, and the possibility that this could be contributing adversely to the writing satisfaction of many boys, is discussed. An examination of qualitative data and frequency of response to individual questions indicates that students expect the writing of boys and girls to be differentially valued in the English classroom and in School Certificate. Finally, the need to examine if boys' writing dissatisfactions and negative attitudes in English are connected with the way writing elements and activities have been pedagogically and ideologically constructed, is considered. Further research focusing on how writing is presented and measured in the English classroom and beyond is recommended.