Handbuch Psychologie und Geschlechterforschung by Gisela Steins

By Gisela Steins

Ziel des Handbuches ist die systematische Betrachtung von Genderaspekten aus psychologischer Perspektive. Autorinnen und Autoren aus ausgewählten Teildisziplinen der Psychologie stellen dar, welche Rolle Gender in ihrem Forschungsfeld spielt und welchen Beitrag psychologische Erkenntnisse zur Geschlechterforschung leisten. Dabei liegt der Fokus einerseits auf den Besonderheiten der einzelnen Teildisziplinen oder ausgewählter Forschungsfelder, anderseits aber auch auf der kritischen Reflexion der gesamten Psychologie aus einer Genderperspektive. Das Handbuch stellt folglich die konträren und aktuellen Positionen, Erkenntnisse und Untersuchungen zur psychologischen Geschlechterforschung dar und zeigt die Methodenvielfalt sowie das fruchtbare Spannungsfeld der Diskussion um die Bedeutung der Kategorie Geschlecht auf unterschiedlichen Ebenen auf.

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From the again Cover
Summary

Following the dying of the so-called grand theories provided by means of luminaries like Sigmund Freud, B. F. Skinner, and Carl Rogers, the sector of psychology principally gave up its early aspirations to color a huge photo of the human , and now the self-discipline focuses totally on empirical difficulties that experience a comparatively slim scope. The final result has been a proliferation of fascinating findings with out genuine ability to reply to significant questions or to generate a shared basic figuring out of the human situation. This booklet seeks to alter the established order and gives up a brand new unified idea of psychology that redefines the technology and the occupation and paints a brand new photo of human nature within the technique.

Praise for
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Additional resources for Handbuch Psychologie und Geschlechterforschung

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1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149. Marsh, H. , Ellis, L. A. & Craven, R. G. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology, 38, 376-393. Maudlin, T. & Meeks, C. B. (1990). Sex differences in children´s time use. Sex Roles, 22, 537-554. , Goy, M. & Pietsch, M. (2006). Das Leseselbstkonzept am Ende der Grundschulzeit.

B. selbstreguliert langfristige schulische Ziele verfolgen und auch dann aktiv zum Gelingen des Unterrichts beitragen, wenn sie sich durch das Thema wenig angesprochen fühlen. , 2007) darauf zurückzuführen, dass Jungen sich für stärker begabt halten und deshalb meinen, der Anforderung, in allen Fächern mitzuarbeiten und sich anzustrengen, nicht nachkommen zu müssen. B. B. h. positive bzw. negative Bewertungen der einzelnen deklarativen Selbstaspekte. Die Gesamtheit dieser domänenspezifischen Selbstwerte bildet den globalen Selbstwert der Person.

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