Gender and Achievement in Psychology

What do women tend to do when they perceive a conflict between achievement and their gender role?

How do some women try to compensate for the threat to the female gender role posed by achievement?

What does making efforts to master both roles of high achiever and traditional female wife and mother imply?

According to Matina Horner (1972), why did women face a dilemma when achieving?

What were the negative consequences associated with achievement for women, according to Horner (1972)?

Why was fear of success considered an explanation for why women did not reach high levels of achievement in the 1970s?

What are the two requirements for a fear of success according to Helgeson's research?

How did Horner measure fear of success?

What is the 'smart versus social' dilemma identified by Bell (1996)?

According to Fried-Buchalter (1997), who tends to score higher on items related to associating success with negative consequences?

What aspect of women's fear of success is mentioned in relation to high achievement?

What was the method used in some studies to measure the fear of achievement?

What did the participants in Bell's (1996) investigation often hide, according to the text?

What were the two dilemmas identified by Bell (1996) in relation to girls' success?

What did early adolescent girls particularly associate with success, according to the text?

What was the method used by Horner to measure fear of success?

Women with a high need for achievement tend to openly showcase their accomplishments.

Some women try to resolve the conflict between achievement and their gender role by adopting an extremely masculine appearance and behavior.

In the 1970s, women's fear of success was considered an explanation for why women did not reach high levels of achievement.

According to Matina Horner (1972), competence, independence, and intellectual achievement were consistent with the norms for femininity.

Some women try to resolve the conflict between achievement and their gender role by making efforts to master both roles: the role of high achiever and of traditional female wife and mother.

For women, the negative consequences associated with achievement included feeling unfeminine and experiencing social acceptance.

The fear of success requires the person to perceive achievement as unlikely.

According to Helgeson's research, women tend to score higher than men on items related to associating success with negative consequences.

Girls in Bell's (1996) investigation felt that achievement and affiliation were not opposites.

High achievement women tend to switch from traditionally feminine pursuits to traditionally masculine ones.

According to Horner (1972), the fear of success was considered an explanation for why women did not reach high levels of achievement in the 1970s.

According to Helgeson's research, some studies used more objective measures of the fear of achievement by directly asking people whether they associate success with negative consequences.

The 'smart versus social' dilemma identified by Bell (1996) refers to girls feeling uncomfortable being singled out by a success.

According to Helgeson's research, the fear of success requires the person to associate achievement with positive consequences.

According to Horner (1972), college students were given the first sentence of a story and were asked to complete it in order to measure the fear of success.

The study revealed that girls felt achievement and affiliation were opposites, that one could not do both, which was referred as the 'smart versus social' dilemma.