Two analyses were conducted to examine gender differences in global self-esteem. In analysis I, a computerized literature search yielded 216 effect sizes, representing the testing of 97,121 respondents. The overall effect size was 0.21, a small difference favoring males. A significant quadratic effect of age indicated that the largest effect emerged in late adolescence (d = 0.33). In Analysis II, gender differences were examined using 3 large, nationally representative data sets from the National Center for Education Statistics (NCES). All of the NCES effect sizes, which collectively summarize the responses of approximately 48,000 young Americans, indicated higher male self-esteem (ds ranged from 0.04 to 0.24). Taken together, the 2 analyses provide evidence that males score higher on standard measures of global self-esteem than females, but the difference is small. Potential reasons for the small yet consistent effect size are discussed.

QOL can be feasibly measured from resident self-report for much of the nursing home population, including cognitively impaired residents. Additional research is suggested on the measures, but the approach has promise for regulation, continuous quality improvement, and public information.

In compartmentalized self-organization, positive and negative self-beliefs are separated into distinct categories (i.e., self-aspects), so that each self-aspect contains primarily positive or primarily negative beliefs. In evaluatively integrative organization, self-aspect categories contain a mixture of positive and negative beliefs. Positive-compartmentalized individuals recovered easily from a sad mood when they could reflect on personally important, pure positive self-aspects. When situational factors maintained the activation of pure negative self-aspects, compartmentalization seemed to perpetuate the negative mood. These studies suggest that people with a positive-compartmentalized self (who usually report high self-esteem and positive mood) have a hidden vulnerability to intense negative states. The advantages of an evaluatively integrated self may require having the opportunity to reflect on (and integrate) positive and negative beliefs about the self.

Women’s educational and occupational achievements are crucial to the economic productivity and prosperity of the nation, as well as to the mental health of women and their families. In this article we review psychological research on motivation and on educational achievement, focusing on gender and the contributions that have been made by feminist researchers. Feminist psychologists noted the sex bias and methodological flaws in traditional research on achievement motivation and proposed vastly improved models, such as Eccles’s expectancy x value model of achievement behavior. Contrary to stereotypes, gender similarities are typically found in areas such as mathematics performance. Policymakers should be concerned about gender bias in the SAT and about the Female Underprediction Effect. Additional threats to girls’ and women’s achievements include stereotype threat and peer sexual harassment in the schools.

Theories about the self-concept suggest that different aspects of the self are organized according to importance, or psychological centrality. The ways in which psychological centrality can change and how these changes are associated with psychological well-being were investigated in a sample of aging women who had experienced community relocation. The self-concept was measured before and after the move, with regard to five life domains (health, family, friends, economics, and daily activities). It was hypothesized that well-being is maximized by increasing the psychological centrality of life domains in which one is doing well and by lowering the psychological centrality of life domains in which one is doing poorly. The hypothesized, adaptive psychological centrality shifts emerged in the health and friends domains for select outcome measures. Centrality shifts with different patterns of directionality were observed for the other three domains and are interpreted as reflecting problem-focused coping.