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Related Experiment Videos

Hypermasculinity and academic goal-setting: an exploratory study.

T P Lasane1, W L Howard, A M Czopp

  • 1Department of Psychology, St. Mary's College of Maryland, St. Mary's City 20686, USA. tplasane@osprey.smcm.edu

Psychological Reports
|December 28, 1999
PubMed
Summary
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Masculinity influences academic goal-setting, with traits like "Mastery Competitiveness" being beneficial and "Antisocial Competitiveness" detrimental. Men scored higher on inhibitory traits, impacting academic goal pursuit.

Area of Science:

  • Psychology
  • Sociology
  • Educational Psychology

Background:

  • Gender roles significantly shape individual behaviors and aspirations.
  • Masculinity, in particular, has been linked to academic performance and goal-setting, though findings are complex.
  • Understanding these links is crucial for educational and psychological interventions.

Purpose of the Study:

  • To explore the relationship between gender-role perceptions (specifically masculinity) and academic goal-setting behaviors.
  • To develop and validate an inventory measuring masculine traits that facilitate or inhibit academic goal-setting.
  • To investigate sex differences in these masculinity aspects and their predictive power on academic goals.

Main Methods:

  • Development of a masculinity inventory based on literature review.

Related Experiment Videos

  • Factor analysis to confirm the validity of masculine factors (Mastery Competitiveness, Antisocial Competitiveness).
  • Regression analyses to assess the predictive relationship between sex-role orientations and academic goal-setting behaviors in a diverse student sample.

    • Main Results:

    • Factor analysis validated two key masculine factors: Mastery Competitiveness (facilitative) and Antisocial Competitiveness (inhibitory).
    • Sex-role orientations, including Competitiveness and Hypermasculinity, significantly predicted academic goal-setting behaviors (R² = .136).
    • Men scored higher than women on Hypermasculinity and Antisocial Competitiveness, with no significant sex differences in Mastery Competitiveness.

    Conclusions:

    • Certain aspects of masculinity, particularly antisocial competitiveness, can inhibit academic goal-setting.
    • Hypermasculine and antisocial competitive traits are more prevalent in men and negatively impact academic goals.
    • Further research is needed to explore the nuanced implications for educational strategies and gender-role development.