Gender Differences in Adolescents Emotional Expressivity - Report Example

Gender Differences In Adolescents Emotional Expressivity and Preference for Rational Versus Experiential Cognition Name: Course: Institution: Instructor: Date: Gender Differences In Adolescents Emotional Expressivity and Preference for Rational Versus Experiential Cognition Introduction This study will address issues related to gender differences in the adolescent’s emotional expressivity, and preference for rational versus experiential cognition. In doing this task, the study will address the how gender affects behaviors of the adolescents by making them either act rationally, or through experiential cognition. In this case, the individuals who act through rational cognition, are those that act on a conscious and controlled mechanism. On the contrary, the adolescents whose behavior is guided by experiential cognition, are individuals who make decisions based on the unconscious, and automatic way. They may act on their own intuitions in making their decisions. This study will review the literatures regarding these behaviors, as well as analyze the statistical information collected in the case study experiment, which involved 211 Australian adolescents. The study will discuss the dual-processes of cognition as suggested by Button (2012, P. 89). This dual process cognition involves the cognition that leads individuals to make decisions based on either reason or emotion. Individuals who make a decision based on reason, and the consciousness of their convictions are rational. On the contrary, those who take up decisions based on their emotions at the time of decisions making may be found to be experiential. In this regard, both the rational and the experiential mechanism of decision-making, influence the behavior patterns of the individuals. Gender is a factor that has been found to play a role in influencing these behaviors. This study will examine how gender is linked to other patterns of decision-making (Burton, Westen, & Kowalski, 2012). A review Epstein’s (1994) Cognitive-Experiential Self Theory will then be conducted. This will bring out the concept of individual differences that occur among people, vis-à-vis their preference for either modes of thinking. In this case, the modes of thinking by individuals as argued by Epstein’s (1994) relates to either the logical, also referred to as the rational based thinking and decision making. This will be compared with the experiential, also referred to as the emotional based thinking and decision making (Epstein, 1994). Finally, the study will review Marks et al. (2008) in view of his opinion on the relationship, which exists between one’s emotional expressivity, and thinking pattern (rational or experiential). This is crucial because Marks et al. (2008) developed the REI-A, which was used as a tool of measuring the individual differences in cognition among the adolescents with rational cognition, and the ones with experiential cognitions. A discussion on the gender differences in emotion will be developed from the review of this work and the other authors. This will be linked with the analyzed results of the experiment conducted among the 211 Australian male and female students, on their preference for rational or experiential cognition and decision-making. Rationale for the Research The purpose of my research report includes: The study aims at completing Marks et al data by investigating any differences that exist between male and female adolescents. In this regard, the gender differences that exist among the adolescents will be considered in two ways. The first consideration will be the gender differences existing in terms of their preference for experiential, cognitive verses the rational and cognitive styles. The second difference, which will be considered relates to their emotional expressivity. The study will extend the findings of Mark et al. (2008), which suggests that there is a relationship between adolescents emotional expressivity, with their preference for rational or experiential cognition. This is in the light of gender effect on either preference. In other words, it would investigate the effect of gender on the preference for rational or emotional mode of decision-making. Hypotheses This research is enshrined on three hypotheses, which the research aims at justifying. The three hypotheses I developed are for the purposes of guiding my research work, to achieve its core purpose, mentioned earlier. The three hypotheses are: Gender affects one’s emotional expressivity. Female adolescents demonstrate a higher magnitude of emotional expressivity as compared to their male counterparts. Most male adolescents prefer a rational mode of cognition to the experiential cognition in thinking and decision-making. They also have low levels of emotional expressivity. Most female adolescents prefer experiential cognition in thinking and decision making to the rational cognition in thinking. They also have high levels of emotional expressivity. Literature Review Epstein (1994) introduced a dual-process mode of thinking. This mode of thinking is structured in terms of cognition. The two cognitions in this mode of thinking are argued to govern human behavior. These cognitions are, however, controlled by two systems, which process the information before the decisions are made. In this regard, the two information-processing systems according to Epstein (1994) are the rational information system, whose operation is based on one’s consciousness. This system is logic-based, controlled, and conscious. The other information processing system suggested by Epstein (1994) is the experiential system. This system is argued as automatic, preconscious and is closely tied to intuition. Epstein (1994) advances the “Cognitive-Experiential Self Theory” arguing that human behavior is a result of the response to the two information-processing systems (rational and experiential). He advances further that people differ with regard to the magnitude of their preference for experiential or rational thinking, and vice-versa. In this regard, some would prefer to embrace the logical decision making cognition, while some would prefer the experiential, intuitive cognition in decision-making (Epstein, 1994). Marks, Hine, Blore, and Phillips (2008) added on to research, by Epstein (1994), by developing an instrument, which will assess one’s preference for rational or experiential modes of thinking among adolescents. This is the Rational-Experiential Inventory for Adolescents (or REI-A) scale. From their research, it was found that high preference for rational cognition is associated with individuals who perform well in inductive and deductive tasks. On the other side, high preference for experiential thinking was associated with high emotional expressivity and poor performance on the inductive and deductive reasoning tasks. Marks et al (2008) concluded that the preference for experiential cognition was closely associated with one’s emotional expressivity (Marks, Hine, Blore & Phillips, 2008). Results The results indicated were fair considering the development of the research study conducted on 211 Australian high school students. The sample comprised of 111 female students and 100 male students, in the age bracket 13.1 years and 18.8 years (M = 15.7, SD = 0.9). All participants participated in the study. The results collected were fair based on the fact that Rational-Experiential Inventory for Adolescents (REI-A) approach, developed by Marks, et al., 2008 was employed. In this case, a 20-item self-report inventory was adopted. The results point out at the preferences of the male and female respondents to rational or experiential cognition in making decisions. The statistics collected through the Emotional Expressivity Scale, where the 17-item questionnaire, was employed also reflect a well conducted process. This is because the items questioned how the students outwardly express their emotions. I have summarized the details of statistics, as follows. Emotional expressivity Rationality Experientiality M 2.68 3.24 3.58 SD (0.97) (1.03) (0.80) M 2.99 3.38 3.47 SD (0.95) (0.92) (0.68) t (209) 2.07 0.96 -1.01 P .04 0.3 .31 Two processes involved the inferential statistical analyses performed. First, analyzing the 20-item self-report inventory. The results indicate that female students have a higher preference for experiential cognition compared to males who have a higher preference for rational cognition in making decisions. This results were binding considering that the 20-item self-report was split into two where ten items assed the rationality of the respondents, while the other ten items assessed their experientiality. From this inferential analysis, it was evident that female students had a high preference for the experiential cognition to rational cognition, as compared to males who had a higher preference for rational cognition to experiential cognition in making decisions. The second process in the inferential statistical analyses involved analyzing data from the “Emotional Expressivity Scale” developed. The Emotional Expressivity Scale developed was a 17-item questionnaire, which evaluated the magnitude by which the female and male students outwardly expressed their emotions. The results indicate that female students scored highly with regard to their preference to outwardly, express their emotions, as compared to the male students. The relevant inferential statistics relates those relating to the preferences for rational verses experiential cognitions in making decisions and those that relate to the preferences of both genders towards emotional expressivity. In this case, they both addressed the hypotheses for this study. This is in the sense that all the three hypotheses were justified. Hypothesis 1: Gender affects one’s emotional expressivity. Female adolescents demonstrate a higher magnitude of emotional expressivity as compared to their male counterparts. The statistics collected agreed with this hypothesis because of the 111 female respondents, and 100 male respondents, more females admitted to having a higher preference for emotional expressivity as compared to their male counter parts. Hypothesis 2: Most male adolescents prefer a rational mode of cognition to the experiential cognition in thinking and decision-making. They also have low levels of emotional expressivity. The inferential statistics collected from the 20-item self-report inventory revealed a higher preference for rational cognition among the 100 male respondents compared to their 111 female respondents. Whilst justifying the second hypothesis, Hypothesis 3, which read, “Most female adolescents prefer experiential cognition in thinking and decision making to the rational cognition in thinking. They also have high levels of emotional expressivity” was justified. Discussion The three hypotheses of my study, as below, were well addressed in this research study, through exploring the literature review and the findings from the investigation. 1. Sexual characteristics alter emotional expressivity. Female adolescents demonstrate a higher magnitude of emotional expressivity as compared to their male counterparts. 2. Most male adolescents prefer a rational mode of cognition to the experiential cognition in thinking and decision-making. They also have low levels of emotional expressivity. 3. Most female adolescents prefer experiential cognition in thinking and decision making to the rational cognition in thinking. They also have high levels of emotional expressivity. These hypotheses were well supported by this study. Hypothesis 1 was supported by the texts coverage on Gender and emotional expression. However, the findings from the Emotional Expressivity Scale developed in the experiment supported this view. This is because the responses from the 17-item questionnaire, which the female and male students outwardly expressed their emotions. The responses revealed that more female students prefer outwardly expressing their emotions as compared to their male colleagues. Hypotheses 2 and 3 were supported by the results from 20-item self-report inventory. This is because the results indicated that female students, have a higher preference for experiential cognition in making decisions, as compared to their male counterparts (Burton, 2010). The implications of these findings include the completion of Mark et al. (2008) conclusions, which suggested that there is a relationship between adolescents emotional expressivity, but did not specify the gender implications, which this study has done. The other implication is that it calls on further research on how the male-female preferences for rational cognition verses experiential affects how they relate with each other. The limitation of my study was time. It took a longer period to compile and analyze results. On overall, the research has contributed much knowledge in this field of study. Conclusion In conclusion, the research has justified the three hypotheses. From the research report, it is evident that gender affects one’s emotional expressivity. Female adolescents demonstrate a higher magnitude of emotional expressivity as compared to their male counterparts. It is evident that most male adolescents prefer a rational mode of cognition to the experiential cognition in thinking and decision-making. They also have low levels of emotional expressivity. Finally, the study has proved that most female adolescents prefer experiential cognition in thinking and decision making to the rational cognition in thinking. They also have high levels of emotional expressivity. References Burton, L. J. (2010). An Interactive Approach to Writing Essays and Research Reports in Psychology (3rd Ed.). Brisbane: John Wiley Burton, L. J., Westen, D., & Kowalski, R. M. (2012). Psychology (3rd Australian and New Zealand ed.). Brisbane: John Wiley Epstein, S. (1994). Integration of the cognitive and the psychodynamic unconscious. American Psychologist, Vol. 49, No. 1, pp. 709-724 Marks, A. D. G., Hine, D.W., Blore, R. L., & Phillips, W. J. (2008). Assessing individual differences in adolescents preference for rational versus experiential cognition. Personality and Individual Differences, vol. 44, No. 1, pp. 42-52. Read More

This is crucial because Marks et al. (2008) developed the REI-A, which was used as a tool of measuring the individual differences in cognition among the adolescents with rational cognition, and the ones with experiential cognitions. A discussion on the gender differences in emotion will be developed from the review of this work and the other authors. This will be linked with the analyzed results of the experiment conducted among the 211 Australian male and female students, on their preference for rational or experiential cognition and decision-making.

Rationale for the Research The purpose of my research report includes: The study aims at completing Marks et al data by investigating any differences that exist between male and female adolescents. In this regard, the gender differences that exist among the adolescents will be considered in two ways. The first consideration will be the gender differences existing in terms of their preference for experiential, cognitive verses the rational and cognitive styles. The second difference, which will be considered relates to their emotional expressivity.

The study will extend the findings of Mark et al. (2008), which suggests that there is a relationship between adolescents emotional expressivity, with their preference for rational or experiential cognition. This is in the light of gender effect on either preference. In other words, it would investigate the effect of gender on the preference for rational or emotional mode of decision-making. Hypotheses This research is enshrined on three hypotheses, which the research aims at justifying. The three hypotheses I developed are for the purposes of guiding my research work, to achieve its core purpose, mentioned earlier.

The three hypotheses are: Gender affects one’s emotional expressivity. Female adolescents demonstrate a higher magnitude of emotional expressivity as compared to their male counterparts. Most male adolescents prefer a rational mode of cognition to the experiential cognition in thinking and decision-making. They also have low levels of emotional expressivity. Most female adolescents prefer experiential cognition in thinking and decision making to the rational cognition in thinking. They also have high levels of emotional expressivity.

Literature Review Epstein (1994) introduced a dual-process mode of thinking. This mode of thinking is structured in terms of cognition. The two cognitions in this mode of thinking are argued to govern human behavior. These cognitions are, however, controlled by two systems, which process the information before the decisions are made. In this regard, the two information-processing systems according to Epstein (1994) are the rational information system, whose operation is based on one’s consciousness.

This system is logic-based, controlled, and conscious. The other information processing system suggested by Epstein (1994) is the experiential system. This system is argued as automatic, preconscious and is closely tied to intuition. Epstein (1994) advances the “Cognitive-Experiential Self Theory” arguing that human behavior is a result of the response to the two information-processing systems (rational and experiential). He advances further that people differ with regard to the magnitude of their preference for experiential or rational thinking, and vice-versa.

In this regard, some would prefer to embrace the logical decision making cognition, while some would prefer the experiential, intuitive cognition in decision-making (Epstein, 1994). Marks, Hine, Blore, and Phillips (2008) added on to research, by Epstein (1994), by developing an instrument, which will assess one’s preference for rational or experiential modes of thinking among adolescents. This is the Rational-Experiential Inventory for Adolescents (or REI-A) scale. From their research, it was found that high preference for rational cognition is associated with individuals who perform well in inductive and deductive tasks.

On the other side, high preference for experiential thinking was associated with high emotional expressivity and poor performance on the inductive and deductive reasoning tasks.

Read More