The influence of gender differences on the formation of life strategies of students (original) (raw)
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Journal for Health Sciences, 2018
An optimistic or a pessimistic outlook is directly related to the attitude about the circumstances of one’s life. Optimistic personality trait is important for students as it can determine how successfully they are in the academic years and in their future career. This study aimed to investigate life orientation in a university population and find its associated factors. In this crosssectional study, participants were recruited from the campuses of two universities, the University of Miskolc (41%) and the National University of Public Service (59%). A total of 521 students’ data were analyzed (male 29.2%, female 66.4% and missing data 4.4%). The mean age was 23.8 (5.17) years old. There were no significant differences between males and females in life orientation, but in our sample both males and females were significantly more pessimistic than optimistic. Stepwise regression analysis for life orientation found five significant predictors: depression, sleep quality, physical fitness, weekly amount of exercise, and marital status. These findings suggest that more optimistic students are in relationships, are less depressive, have good sleep quality, and are engaged in regular exercise, leading to having good physical fitness.
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Time has changed. We now live in a society, where new technologies and information dictate the rapid pace in which we live. This has implications and changes in people’s lives’ and in the working world. Life and career are becoming less foreseeable. So, design and construct a life and career poses a major challenge for people. During college, students should seek to learn on how to design and build their life project, including career. They need to get engaged and take actions. In this article, we intend to draw attention to the importance of helping and empowering college students to better design and build their lives and career in a meaningful way and the role that a career counsellor, like a psychologist in a college setting, could have in this context. Also, we address the importance of college students’ change their mind-set and behaviours towards the construction of their lives and careers. Futhermore, we present some considerations on how career counsellors can help college students in this process. Empower college students with resources and opportunities to better design and carry out their life projects is essential, allowing them to become more productive and active citizens and thus, contribute to their society. References: Oliveira, F., Soares, L., & Lucas, C. V. (2016). Life and career behaviour: Some considerations about the need to assist college students to change their mind set and behaviours toward life construction. RUMOS, Revista Científica Da Universidade Do Mindelo, 3(1), 109–122. To read other articles: http://www.uni-mindelo.edu.cv/revistaum/index.php/edicoes?download=6:rumus-vol-3-1-2016
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Psychology of Women Quarterly, 1991
Although a large body of research has investigated the possibility of motivational or attitudinal differences in women and men that would explain observable differences in levels of achievement, much of this research has failed to produce the expected results. It is proposed that the failure of researchers to consider the personal and contextual characteristics of their college student samples may have contributed to this lack of results. Some of the relevant variables include those provided by the (lack of) context of the typical laboratory experiment. Other context cues emerge from an analysis of the life stage of the typical research study participant. Predictions about achievement differences across the early adult years are outlined. This same life stage analysis is also briefly applied to other areas of gender research. This article is based on the Carolyn Wood Sherif Award lecture by Irene Hanson Frieze, presented at the annual meeting of the American Psychological Association, Boston, August 1990. This award is given annually by Division 35 (Psychology of Women) of the American Psychological Association in recognition of the recipient's research, teaching and mentoring, and leadership. We thank Josephine Olson and Margaret Signorella for their helpful and very insightful comments on an earlier version of this article.
Gender differences in adolescent academic achievement, interests, values and life‐role expectations
High Ability Studies, 2004
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