ERIC Number: ED330971
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Sex Differences in Affect Efficacy, Task Efficacy, Anxiety and Willingness To Participate in a Performance Situation.
Arch, Elizabeth C.
This study investigated responses of men and women to simulated performance situations as a means of determining if affect efficacy relates independently to willingness to participate in such situations, and whether its effect differs by sex. Questionnaires were distributed to 178 graduate students at a small private liberal arts institution. The respondents were primarily teachers or prospective teachers, and the reason for the questionnaire was stated as a preliminary investigation for a larger project on the usefulness of a new teaching technique. Compared to men, the women consistently responded more negatively to the type of situation presented in the scenarios; women tended to be more anxious, less willing to participate, and less confident in their ability to come up with a usable idea. However, the differences between the women and men on these variables were small. The only variable for which the results showed a significant difference was affect efficacy. Both men and women imagined that they would be somewhat anxious under these conditions, yet women were less likely than men to cope with that anxiety. For both men and women, if they felt confident about their ability to cope with the task demands, they also tended to feel confident about their ability to cope with their own emotional responses, and to be willing to participate. (LLL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).