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780501s1978 xx ||| b ||| s eng d |
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|a ED163856 Microfiche
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|a EEM#
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| 099 |
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|a ED163856 Microfiche
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| 100 |
1 |
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|a Frieze, Irene Hanson.
|0 http://id.loc.gov/authorities/names/n78043899
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| 245 |
1 |
0 |
|a Women's Assessment of Their Academic Competence /
|c Irene Hanson Frieze.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1978.
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| 300 |
|
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|a 33 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
|b he
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| 500 |
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|a ERIC Note: Guest lecture on the Development of the Person in the Context of Higher Education Lecture Series, California State University (Dominguez Hills, Carson, California).
|5 ericd
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| 520 |
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|a Research indicates that most women continue to avoid achievement or excellence in careers considered to be "masculine" fields. One reason for this appears to be that even highly motivated women lack confidence in their abilities and are discouraged from seeking demanding careers by others. Recently, a growing number of older "reentry" women are entering college. These women have an even greater difficulty developing a positive view of their academic competence. Extensive research has demonstrated the importance of attributions or beliefs about why success or failure occurs in understanding achievement-oriented behavior. Ability, effort, motivation, luck, difficulty of a task, and outside help or hindrance are among the causal attributions that can be made. Models in the literature are examined that conceptualize the the attributional process and discuss causal attributions and general expectations for women, the perpetuation of existing expectancies, and women's own expectations and the attribution of causes of one's own performance. It has been found that reentry women tend to feel insecure about their academic competence and that the housewife role may have added to this. Additional problems include feelings of guilt, and the reactions of others to their reentry, including family, classmates, and instructors. Reentry women appear to have three basic needs: training in basic academic skills such as how to write papers; adequate child care; and women in similar situations with whom they can talk. (JMD)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Academic Achievement.
|2 ericd
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| 650 |
1 |
7 |
|a Adult Students.
|2 ericd
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| 650 |
1 |
7 |
|a Attribution Theory.
|2 ericd
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| 650 |
1 |
7 |
|a Competence.
|2 ericd
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| 650 |
0 |
7 |
|a Expectation.
|2 ericd
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| 650 |
0 |
7 |
|a Failure.
|2 ericd
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| 650 |
1 |
7 |
|a Females.
|2 ericd
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| 650 |
0 |
7 |
|a Higher Education.
|2 ericd
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| 650 |
0 |
7 |
|a Literature Reviews.
|2 ericd
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| 650 |
0 |
7 |
|a Models.
|2 ericd
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| 650 |
0 |
7 |
|a Performance.
|2 ericd
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| 650 |
0 |
7 |
|a Psychological Characteristics.
|2 ericd
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| 650 |
1 |
7 |
|a Reentry Students.
|2 ericd
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| 650 |
1 |
7 |
|a Self Concept.
|2 ericd
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| 650 |
0 |
7 |
|a Self Esteem.
|2 ericd
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| 650 |
0 |
7 |
|a Sex Differences.
|2 ericd
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| 650 |
0 |
7 |
|a Sex Stereotypes.
|2 ericd
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| 650 |
1 |
7 |
|a Success.
|2 ericd
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| 650 |
0 |
7 |
|a Womens Education.
|2 ericd
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| 655 |
|
7 |
|a Speeches/Meeting Papers.
|2 ericd
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| 907 |
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|p Non-Circulating
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
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