Hypermasculinity and academic goal-setting: An exploratory study

The relation between gender-role percepts and academic goal-setting was exp lored. An inventory examining the aspects of masculinity that would facilit ate or inhibit academic goal-setting was developed based on a literature re view of how masculinity relates to academic behaviors. A diverse sample of students (120 male, 147 female, 14 not indicating sex) was measured on thre e aspects of sex and academic goal-setting behavior. Factor analysis confir med the content validity of masculine factors having facilitative (Mastery Competitiveness) and inhibitory (Antisocial Competitiveness) academic prope rties. Regression analyses indicated that sex-role orientations (Competitiv eness and Hypermasculinity) significantly predicted academic goal-setting b ehaviors (R-2=.136). Finally, men scored higher than women on the subscales measuring Hypermasculinity and Antisocial or Competitiveness, while there were no sex differences on the Mastery Competitiveness subscale. The implic ations of these findings and suggestions for research are discussed.