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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

United Behavioral Clinics, Salt Lake City, Utah

Thomas J. Kehle

University of Connecticut

Melissa A. Bray

University of Connecticut

William R. Jenson

University of Utah

Elaine Clark

University of Utah

Kimberly A. Lawless

University of Illinois at Chicago Circle

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.

Canadian Journal of School Psychology, Vol. 17, No. 1, 47-64 (2002)
DOI: 10.1177/082957350201700105


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