dc.contributor.author
Streck, Hannah
dc.contributor.author
Nishen, Anna K.
dc.contributor.author
Kessels, Ursula
dc.date.accessioned
2022-04-04T12:04:12Z
dc.date.available
2022-04-04T12:04:12Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/34565
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-34283
dc.description.abstract
Gender differences in school are often discussed in reference to a particular type of masculinity, negative masculinity, which is often conceptualized as detrimental to success. Another type of masculinity, instrumentality, has rarely been studied in schools even though instrumental characteristics are often exalted outside the academic context. The current study focuses on potential benefits that students may reap from instrumentality. The extent to which an instrumental self-concept is directly and indirectly associated with achievement motivation and self-esteem was examined for adolescent boys and girls in a structural equation model (SEM). A sample of German ninth graders (N = 355) completed self-report measures pertaining to their gender role self-concept, hope for success, fear of failure, and global and academic contingent self-esteem. The SEM revealed that instrumentality was associated with lower fear of failure and higher hope for success for both male and female adolescents. High scores in instrumentality were associated with greater self-esteem and lower academic contingent self-esteem. The association between instrumentality and global self-esteem was stronger for adolescent girls, and the indirect association between instrumentality and fear of failure through global self-esteem was significant only for girls. Results indicate that instrumentality can be an asset for students and that female students especially reap the benefits of an instrumental self-concept. The results are discussed in reference to the dangers of emphasizing solely the association between negative masculinity and academic failure, and the importance of studying relations with gender role self-concept separately for male and female adolescents.
en
dc.format.extent
16 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
Masculinities
en
dc.subject
Instrumentality
en
dc.subject
Gender role self-concept
en
dc.subject
Achievement motivation
en
dc.subject
Global self-esteem
en
dc.subject
Contingent self-esteem
en
dc.subject.ddc
100 Philosophie und Psychologie::150 Psychologie::150 Psychologie
dc.title
Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1007/s11199-021-01270-1
dcterms.bibliographicCitation.journaltitle
Sex Roles
dcterms.bibliographicCitation.number
5-6
dcterms.bibliographicCitation.pagestart
379
dcterms.bibliographicCitation.pageend
394
dcterms.bibliographicCitation.volume
86
dcterms.bibliographicCitation.url
https://doi.org/10.1007/s11199-021-01270-1
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Bildungsforschung / Heterogenität und Bildung
refubium.funding
Springer Nature DEAL
refubium.note.author
Die Publikation wurde aus Open Access Publikationsgeldern der Freien Universität Berlin gefördert.
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1573-2762
refubium.resourceType.provider
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