Abstract
Differences between the sexes in self-ratings on 37 characteristics of a quality student, changes in their perceptions over a semester, and academic performances were analyzed for 172 males and 281 females. The characteristics were collapsed into five groups reflecting learning in class, study habits and attitudes, peer relationships, student-instructor relationships, and physical and emotional needs. Trend analyses showed significant differences (a) between the sexes on three grouped characteristics: learning in class, study habits and attitudes, and peer relationships (with females reporting higher ratings), (b) among the three self-rating sessions (reflecting upward trends) on all grouped characteristics, and (c) on one interaction, student-instructor relationships. Analysis of variance showed that the females obtained significantly higher grades than did the males.
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