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Peer Reviewed
See detailGender differences in Variability and Extreme Scores
Baye, Ariane ULg; Lafontaine, Dominique ULg; Monseur, Christian ULg

Conference (2011, September 15)

This study examines academic gender differences in variance and at the extreme tails of score distributions in reading, mathematics and science. Ten databases from IEA and PISA were used to analyse such ... [more ▼]

This study examines academic gender differences in variance and at the extreme tails of score distributions in reading, mathematics and science. Ten databases from IEA and PISA were used to analyse such gender differences in an international perspective from 1995 to 2009. Differences in standard deviation, effect size and variance ratios were computed. The main results may be summarised as follows. The gender differences at the extreme tails of the distribution are often more substantial than the gender differences at the mean, which may suggest the need to rethink education policies for low-achieving boys in reading and for high-achieving girls in mathematics and science. The “greater male variability hypothesis” is confirmed, although our results suggest that this may depend on the test content, the study design and the computed statistics. [less ▲]

Detailed reference viewed: 37 (5 ULg)
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See detailGender differences in Youths'political engagement and participation. The role of parents and adolescents'social and civic participation
Cicognani, Elvira; Zani, Bruna; Fournier, Bernard et al

in Human Affairs (2011)

Detailed reference viewed: 32 (1 ULg)
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See detailGender differences in youths'political engagement and participation. The role of parents and of adolescents'social and civic participation
Cicognani, Elvira; Zani, Bruna; Fournier, Bernard ULg et al

in Journal of Adolescence (2012)

Detailed reference viewed: 47 (9 ULg)
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See detailgender equality post-separation in Contemporary Europe : The case of income
Bould, Sally; Schmaus, Gunther; Gavray, Claire ULg

in Addabbo, T.; Arrizabalaga, M.; Borderas, C. (Eds.) et al Home, Work and Family : Gender and Well-Being in Modern Europe (2009)

Detailed reference viewed: 13 (1 ULg)
See detailGender equality post-separation in Contemporary Europe: the case of income
Bould, S.; Schmaus, G.; Gavray, Claire ULg

in Addabbo, T.; Arrizabalaga, M.; Borderéas, C. (Eds.) et al Gender, Households and Work : The Production of Well-Being in Modern Europe (2010)

Detailed reference viewed: 18 (3 ULg)
See detailGender in stripverhalen: het werk van Maaike Hartjes, Ilah en Barbara Stok
Gabrielle, Cindy ULg

Master's dissertation (2006)

Detailed reference viewed: 39 (2 ULg)
Peer Reviewed
See detailgender issues in ISRD survey
Gavray, Claire ULg

Conference (2012, January 11)

Detailed reference viewed: 12 (4 ULg)
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See detailGender issues in the Coastal Sandy Zone of Thua Thien Hue Province
Nguyen Dang, Hao; Lebailly, Philippe ULg; Pham Khanh, Tu

in Improving food crop productivity in the coastal sandy area of the Thua Thien Hue Province Central Vietnam : Vietnam-Belgium interuniversity project 2004-2009 (2009)

Detailed reference viewed: 35 (3 ULg)
See detailLe gender mainstreaming dans les politiques locales
Cornet, Annie ULg

Conference (2008, January)

Detailed reference viewed: 25 (1 ULg)
See detailgender mainstreaming et approche intégrée selon les sexes
Cornet, Annie ULg

Conference (2010)

Detailed reference viewed: 17 (3 ULg)
See detailLe gender mainstreaming et le gender budgeting en Belgique
Cornet, Annie ULg

Conference (2007, September 19)

Detailed reference viewed: 24 (1 ULg)
See detailGender neutralization and salience in discourse
De Vos, Lien ULg

Scientific conference (2012, May 19)

Detailed reference viewed: 15 (1 ULg)
Peer Reviewed
See detailGender Regimes and the Economic Situation of Men and WOmen After Separation
Bould, Sally; Schmaus, Gunther; Gavray, Claire ULg

Conference (2012, June 15)

Detailed reference viewed: 12 (1 ULg)
See detailGender Relations in Fifteenth-Century Italian Households
L'Estrange, Elizabeth ULg

in L'Estrange, Elizabeth (Ed.) Representing Medieval Genders and Sexualities in Europe: Construction, Transformation, and Subversion 600-1530 (2011)

Detailed reference viewed: 34 (7 ULg)
Peer Reviewed
See detailGender Role Orientation, Emotional Intelligence and Anxiety Symptoms in Children
Stassart, Céline ULg; Dardenne, Benoît ULg; Etienne, Anne-Marie ULg

Poster (2013, April 18)

According to Gender Role Theory, girls and boys learn to develop interests and attitudes consistent with their gender, resulting in behaviors and characteristics known as “masculine” and “feminine” ... [more ▼]

According to Gender Role Theory, girls and boys learn to develop interests and attitudes consistent with their gender, resulting in behaviors and characteristics known as “masculine” and “feminine” (Golombok & Fivush, 1994). Several authors have claimed that gender role, more than sex (male vs. female), explains the higher prevalence of anxiety in girls than in boys (e.g., Palapattu, Kingery, & Ginsburg, 2006). The expression of fear and anxiety is accepted and even encouraged among girls but is inconsistent with the masculine gender role: Boys are expected to face their fears and use adaptive behavior to handle the situation (Bem, 1981). Although the link between anxiety and gender role is well known for adults, empirical evidence concerning children is much scarcer (Palapattu et al., 2006). In this study, we first examine the importance of gender role in children’s anxiety. We also investigate the influence of a possible moderator in the relation between anxiety and gender role: emotional intelligence (EI). EI has been shown to protect against the development of anxiety in children (Williams, Daley, Burnside, & Hammond-Rowley, 2010). Our sample included 200 Belgian children (105 girls) aged 9 to 13 years old. The questionnaires used were the State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973), the Trait Emotional Intelligence Questionnaire Child Form (TEIQue-CSF; Mavrovelli & Petrides, 2008), and the Children’s Personal Attributes Questionnaire (CPAQ; Hall & Halberstadt, 1980). The latter questionnaire is composed of three subscales: Masculinity (M, male-stereotyped traits but socially desirable in both sexes, e.g., leadership), Femininity (F, female-stereotyped traits but socially desirable in both sexes, e.g., kindness), Masculinity-Femininity (M-F, traits socially more acceptable for one sex or the other, e.g., emotional vulnerability for females and aggressiveness for males). High scores on the M-F scale indicate tendencies toward masculinity. Hierarchical multiple regression analyses were conducted to investigate the effect of gender role on the STAIC score beyond biological sex and EI as a moderator in relations between gender role and anxiety. Results indicated that gender role explains the anxiety score better than biological sex. Also, EI and the interaction between EI and M-F scores (TEIQue-CSF*M-F) were significant predictors of anxiety score. The children with low M-F scores and low EI had significantly higher levels of anxiety, while those with high M-F scores and high EI had the lowest levels of anxiety. These findings reveal not only the effect of gender role in the development of anxiety, but also the moderating effect of EI. [less ▲]

Detailed reference viewed: 51 (2 ULg)
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Peer Reviewed
See detailThe Gender Specific Vocabulary in Euripides’ Tragedies
Vandersmissen, Marc ULg

Conference (2013, January 18)

Detailed reference viewed: 25 (4 ULg)
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See detailgender stereotypes and problematic behaviors amongst teenagers
Gavray, Claire ULg

Conference (2013, September 06)

les stéréotypes sexués jouent sur les comportements des filles et des garçons à l'adolescence. La théorie du genre aide à comprendre ce qui se joue à ce niveau

Detailed reference viewed: 24 (0 ULg)
Peer Reviewed
See detailGender's best friend effect on depression in adolescence
Boulard, Aurore ULg; Born, Michel ULg

Poster (2011, August 26)

The development of intimacy during the adolescence is considered by several authors as a central developmental task (Sharabany et al., 2008, Erber & Erber, 2001) and can be seen as a predictor of any ... [more ▼]

The development of intimacy during the adolescence is considered by several authors as a central developmental task (Sharabany et al., 2008, Erber & Erber, 2001) and can be seen as a predictor of any psychosocial adjustment. The purpose of this study is to examine the relationship between peer attachment, parent attachment and depressive mood in adolescence. [less ▲]

Detailed reference viewed: 56 (8 ULg)