Despite evidence from cognitive psychology that men and women are equal in measured intelligence, gender differences in self-estimated intelligence are widely reported with males providing systematically higher estimates than females. This has been termed the male hubris, female humility effect. The present study explored personality factors that might explain this. Participants provided self-estimates of their general IQ and for Gardner’s multiple intelligences, before completing the Cattell Culture Fair IQ test as an objective measure of intelligence. They also completed the Bem (...) Sex Role Inventory as a measure of sex-role identification, and measures of general and academic self-esteem. Both gender and sex-role differences were observed for SEI, with males and participants of both genders who scored high in masculinity offering higher self-estimates. By comparing estimated and observed IQ, we were able to rule out gender differences in overall accuracy but observed a pattern of systematic underestimation in females. An hierarchical multiple regression showed significant independent effects of gender, masculinity, and self-esteem. Mixed evidence was observed for gender differences in the estimation of multiple intelligences, though moderately sized sex-role differences were observed. The results offer a far more nuanced explanation for the male hubris, female humility effect that includes the contribution of sex role identification to individual and group differences. (shrink)

The objective of this study was to investigate and analyze the status and influential factors of gender equality awareness, self-esteem, and subjective well-being in school-age boys and girls. The results can help schools and teachers provide more effective gender equality and mental health education. In the study, 284 valid questionnaires were collected from a total of 323 school-age boys and girls in the Hunan Province, China. The questionnaire covered gender equality awareness, self-esteem, and subjective well-being, with the influencing factors analyzed (...) through multiple linear regression. There was a significant correlation among children’s gender equality awareness in all areas examined, with both boys and girls having the lowest awareness of gender equality in occupational fields. The children’s self-esteem and subjective well-being were significantly correlated as well. Gender equality awareness, self-esteem, and subjective well-being among boys and girls reflected different influential factors. Androgynous traits were conducive to the development of gender equality awareness and self-esteem among the children. Therefore, schools and teachers need to provide gender equality and mental health education according to the specific psychological characteristics of each boy and girl. (shrink)