School as a Zero-Sum Game between Boys and Girls: Gender differences in perceptions

Several studies have reported the existence of a gender gap in academic achievement, such as girls have better grades than boys, who are more likely to experience difficulties (Voyer & Voyer, 2014). The present study aims to investigate students’ perceptions of the actual pattern of achievement by assessing their zero-sum beliefs (ZsB)—that is, their tendency to perceive school as a zero-sum game between boys and girls. Based on previous studies showing that a threatening intergroup context influences men’s perception of gender relations, we hypothesized that boys, but not girls, are more likely to endorse gender ZsB regarding school in a threatening academic context compared to less threatening contexts. The academic context was manipulated using short texts emphasizing either boys’ or girls’ academic achievement. As expected, the threatening intergroup comparison context led boys (but not girls) to endorse greater ZsB. Implications for achievement-related outcomes and gender relations are discussed

Gender Gap in Parental Leave Intentions: Evidence from 37 Countries

Despite global commitments and efforts, a gender-based division of paid and unpaid work persists. To identify how psychological factors, national policies, and the broader sociocultural context contribute to this inequality, we assessed parental-leave intentions in young adults (18–30 years old) planning to have children (N = 13,942; 8,880 identified as women; 5,062 identified as men) across 37 countries that varied in parental-leave policies and societal gender equality. In all countries, women intended to take longer leave than men. National parental-leave policies and women’s political representation partially explained cross-national variations in the gender gap. Gender gaps in leave intentions were paradoxically larger in countries with more gender-egalitarian parental-leave policies (i.e., longer leave available to both fathers and mothers). Interestingly, this cross-national variation in the gender gap was driven by cross-national variations in women’s (rather than men’s) leave intentions. Financially generous leave and gender-egalitarian policies (linked to men’s higher uptake in prior research) were not associated with leave intentions in men. Rather, men’s leave intentions were related to their individual gender attitudes. Leave intentions were inversely related to career ambitions. The potential for existing policies to foster gender equality in paid and unpaid work is discussed.Gender Gap in Parental Leave Intentions: Evidence from 37 CountriespublishedVersio

Gender Gap in Parental Leave Intentions: Evidence from 37 Countries

Despite global commitments and efforts, a gender-based division of paid and unpaid work persists. To identify how psychological factors, national policies, and the broader sociocultural context contribute to this inequality, we assessed parental-leave intentions in young adults (18–30 years old) planning to have children (N = 13,942; 8,880 identified as women; 5,062 identified as men) across 37 countries that varied in parental-leave policies and societal gender equality. In all countries, women intended to take longer leave than men. National parental-leave policies and women’s political representation partially explained cross-national variations in the gender gap. Gender gaps in leave intentions were paradoxically larger in countries with more gender-egalitarian parental-leave policies (i.e., longer leave available to both fathers and mothers). Interestingly, this cross-national variation in the gender gap was driven by cross-national variations in women’s (rather than men’s) leave intentions. Financially generous leave and gender-egalitarian policies (linked to men’s higher uptake in prior research) were not associated with leave intentions in men. Rather, men’s leave intentions were related to their individual gender attitudes. Leave intentions were inversely related to career ambitions. The potential for existing policies to foster gender equality in paid and unpaid work is discussed

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Le soi (psychologie sociale)

International audienc

Connaître le soi de l'élève et ses stratégies de protection face à l'échec.

In M. C. Toczek–Capelle & D. Martinot (Eds.)

Le soi en psychologie sociale

International audienc

Inégalités de genre dans le domaine académique : vers une meilleure compréhension des processus psychologiques et sociaux en jeu

Conférence plénière d'ouvertureInternational audienceDepuis une trentaine d’années, nous assistons dans les pays occidentaux à un renversement des inégalités de genre en faveur des femmes dans le domaine scolaire. Toutefois, en dépit de leur meilleure réussite scolaire, les femmes continuent de choisir des orientations professionnelles moins « rentables » en termes de salaire, pouvoir ou prestige que les hommes. Pour mieux comprendre les processus psychologiques et sociaux qui contribuent au maintien des femmes dans une position dominée par rapport aux hommes, deux perspectives principales en psychologie sociale, l’hypothèse de l’intériorisation (e.g., Eccles et al., 1983) et l’hypothèse de la menace du stéréotype (Steele, 1997) offrent des explications sur la façon dont les stéréotypes de genre influencent les auto-perceptions et la performance des femmes et des hommes. Ces deux perspectives théoriques ne prennent pas en compte des influences institutionnelles plus globales comme les fonctions assignées au système éducatif. Nous avons mené une série de recherches afin de prendre en compte ces influences. Nous avons ainsi étudié certains stéréotypes de genre dans le domaine scolaire, et examiné leur potentielle fonction justificatrice des inégalités de genre. Nous avons également étudié les effets des fonctions de formation et de sélection du système éducatif sur certains processus psychologiques et sur les performances des élèves et étudiants en analysant les valeurs auxquelles filles et garçons adhèrent. Nous montrons par exemple que les valeurs auxquelles les femmes adhèrent les conduisent à vivre un décalage culturel dans l’enseignement supérieur qui réduit leur efficacité perçue et leurs choix académiques.A l’appui d’autres résultats, nous discuterons les mécanismes psychologiques et sociaux qui contribuent à réduire le champ des possibles dans les orientations que les filles osent envisager en dépit de leur meilleure réussite académiqu