@article{ref1,
title="Self-esteem, gender-role perception, gender-role orientation and attributional style as a function of academic competence: smart girls are different, but a boy is a boy is a boy",
journal="Canadian journal of school psychology",
year="2002",
author="Robison-Awana, Pamela and Kehle, Thomas J. and Bray, Melissa A. and Jenson, William R. and Clark, Elaine and Lawless, Kimberly A.",
volume="17",
number="1",
pages="47-64",
abstract="This investigation examined adolescent self-esteem, gender-role perception, gender-role orientation, and attributional style as a function of academic achievement by having 3 groups of 10th-, 11th-, and 12th-grade males and females (n = 540) respond to (a) a self-esteem inventory under 2 sets of instructions, a standard set and a set in which participants responded as they thought a member of the same age and grade but of the opposite gender would respond; and (b) to an attributional style and a gender-role inventory under the standard set of instructions. The results of the self-esteem inventory under standard instructions revealed a significant difference in favor of males. Under opposite-gender instructions, academically below average and average females ascribed significantly higher levels of self-esteem to males. Males at all academic levels ascribed significantly lower levels of self-esteem to females. However, females in the above average academic group constituted an exception in that they attributed significantly lower self-esteem to males. Reported levels of self-esteem, positive attributional style, and androgynous gender-role orientation all significantly increased commensurate with higher academic achievement for both genders.<p /><p>Language: en</p>",
language="en",
issn="0829-5735",
doi="10.1177/082957350201700105",
url="http://dx.doi.org/10.1177/082957350201700105"
}