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Human Nature

This study aims to explore why males tend to rate their intelligence higher than females through self-estimations of intelligence, known as the "male hubris, female humility" effect. Researchers have investigated various cognitive and environmental factors that may influence these self-estimations, such as cognitive biases, parental beliefs, gender stereotypes, and identification with gender roles. The study will administer questionnaires to participants to gain insights into this phenomenon and understand the underlying reasons for differences in self-estimated intelligence between males and females. Informed consent will be obtained from all participants, who can withdraw from the study at any time without penalty.

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Wazeerullah Khan
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31 views6 pages

Human Nature

This study aims to explore why males tend to rate their intelligence higher than females through self-estimations of intelligence, known as the "male hubris, female humility" effect. Researchers have investigated various cognitive and environmental factors that may influence these self-estimations, such as cognitive biases, parental beliefs, gender stereotypes, and identification with gender roles. The study will administer questionnaires to participants to gain insights into this phenomenon and understand the underlying reasons for differences in self-estimated intelligence between males and females. Informed consent will be obtained from all participants, who can withdraw from the study at any time without penalty.

Uploaded by

Wazeerullah Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Introduction

Human nature, with all its complexities, has long captivated the minds of scholars and

thinkers throughout history. This inner exploration of self-perceived intelligence not only

shapes our personal identity but also profoundly influences our educational journeys, often

becoming a self-fulfilling prophecy (Rosenthal & Jacobson, 1968).

The intricate relationship between our sense of intellect and academic achievements is

a central theme in modern psychological research (Dweck, 2002). How we view ourselves

intellectually whether we consider ourselves gifted, academically capable, or possessing more

modest abilities wields a significant impact on our educational engagement, motivation,

perseverance in the face of challenges, and, ultimately, our performance in intellectual

pursuits (Eccles, 2013). This dynamic connection between self-image and academic success

has become a focal point for psychologists and educators alike, influencing the very structure

of our educational systems.

A long time ago, a clever experiment called "Pygmalion in the Classroom" showed

that if teachers thought their students were super smart, those students actually got smarter

over time (Rosenthal & Jacobson, 1968). This happened because the students believed in

themselves more. So, it's not just about what others think of us; it's also about what we think

of ourselves.

Researchers have noticed that when people are asked to rate their own intelligence,

guys tend to give themselves higher scores than girls (Furnham et al., 2001). This happens

across the world, no matter where you go. It's like a pattern: boys often think they're smarter

than girls. And here's the puzzling part – this happens even though boys and girls are pretty

much equally smart overall (Halpern et al., 2011). This whole situation, has been called the
"male hubris, female humility" (MHFH) problem by some clever scientists. In this research,

we're going to explore a bunch of reasons why this might be happening.


Literature Review

The field of psychology has delved into the intriguing phenomenon known as the

"male hubris, female humility" effect, focusing on self-estimated intelligence (SEI). Even

though research consistently shows that men and women possess equal cognitive abilities, a

striking pattern emerges: men often rate their intelligence higher than women. This cognitive

bias has far-reaching consequences for academic motivation and performance. Researchers

have explored various contributing factors, including cognitive biases like the "above-average

effect" and the "self-esteem bias." Additionally, environmental factors such as parental

beliefs and the transmission of gender stereotypes play a significant role in shaping SEI.

Furthermore, an individual's identification with gender roles, particularly a strong connection

with masculinity, has been linked to elevated SEI, highlighting the intricate blend of

influences at play (Reilly et al., 2022).


Informed Consent

Research Title: Gender Differences in Self-Estimated Intelligence

Principal Investigator: Wazeer Ullah Khan

Dear Participant,

We are truly grateful that you are considering taking part in our study. Your involvement is

instrumental in helping us uncover how individuals think about their own intelligence. Before

you make your decision, we want to ensure that you have all the information you need.

Study Purpose: The purpose of this research is to explore why there is a tendency for males

to rate themselves as more intelligent than females. We want to understand the factors that

may influence these self-estimations of intelligence.

Benefits: The potential benefits of this research include contributing to a better understanding

of how individuals perceive their own intelligence. This knowledge may help promote

fairness and equality in educational settings.

Participant's Rights: Your participation in this study is entirely voluntary. You are free to

withdraw at any time without penalty. Your responses will be kept confidential.

Procedure: If you agree to participate, you will be asked to complete the provided

questionnaire(s).

Questions: You can contact at [email protected] if you have any questions or

concerns.

Consent: By voluntarily completing the questionnaire, you are providing your informed

consent to participate in this study.

Participant's Signature: _______________________________ Date: _______________


‫رضامندی‬

‫میں وزیر ہللا خان شعبہ نفسیات ‪ ،‬جامعہ_گورنمنٹ_ کالج یونیورسٹی فیصل آباد کی زیر نگرانی‬

‫تحقیق کر رہا ہوں اس تحقیق کی تکمیل کے لیےہمیں آپ کے تعاون کی ضرورت ہےـ اس تحقیق کا‬

‫عنوان ہے‬

‫‪Gender Differences in Self-Estimated Intelligence: Gender Differences‬‬

‫تحقیق کا مقصد ہے کہ جانا جائے کہ مرد حضرات کی طرف سے خود کو خواتین سے زیادہ ذہین‬

‫سمجھنے کے پیچھے واقع عوامل کو سمجھا جائے۔‬

‫اس سلسلے میں ‪ ،‬میں آپ سے کچھ سوال نامے ُپر کرواؤں گا۔میں آپ کو یقین دالتا ہوں ہوں کہ آپ‬

‫سے حاصل کردہ معلومات کومکمل صیغہ راز میں رکھا جائے گا اورصرف تحقیقی مقاصد کیلئے‬

‫استعمال ہوگی۔ آپ کویہ حق حاصل ہےکہ آپ اس تحقیق میں شمولیت سےانکار کردیں یا کسی وقت‬

‫انتہائی ضرورت کے تحت اس سے الگ ہو‬

‫آپ کو یہ ای میل ایڈریس دیا گیا ہے کہ اگر آپ کا کوئی سوال ہو تو آپ پوچھ سکتے ہیں۔‬

‫‪[email protected]‬‬

‫اجازت نامہ‬

‫میں اس تحقیق میں شمولیت پر رضامند ہوں اور مجھے مندرجہ باال دی گئی ہدایات اور طر یقہ‬

‫کارپر کوئی اعتراض نہیں ہےـ‬

‫دستخط‪:‬ــــــــــــــــــــــــــــــــــــــــــــــ‬
References

Dunning, D., Meyerowitz, J. A., & Holzberg, A. D. (1989). Ambiguity and self-evaluation:

The role of idiosyncratic trait definitions in self-serving assessments of ability.

Journal of Personality and Social Psychology, 57(6), 1082-1090.

Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. S. Eccles

(Eds.), Development of achievement motivation (pp. 57-88). Academic Press.

Eccles, J. S. (2013). Subjective task value and the Eccles et al. model of achievement-related

choices. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement

motivation (pp. 33-55). Academic Press.

Furnham, A., Hosoe, T., & Tang, T. L. P. (2001). Male hubris and female humility? A cross-

cultural study of ratings of self, parental, and sibling multiple intelligence in America,

Britain, and Japan. Intelligence, 30(2), 101-115.

Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A.

(2011). The science of sex differences in science and mathematics. Psychological

Science in the Public Interest, 11(1), 1-52.

Reilly, D., Neumann, D. L., & Andrews, G. (2022). Gender Differences in Self-Estimated

Intelligence: Exploring the Male Hubris, Female Humility Problem. Frontiers in

Psychology, 13, 812483. https://doi.org/10.3389/fpsyg.2022.812483

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1),

16-20.

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