Beyond Gender Performance in Accounting: Does Personality Distinction Matter?

Autor/inn/en	Fallan, Lars; Opstad, Leiv
Titel	Beyond Gender Performance in Accounting: Does Personality Distinction Matter?
Quelle	In: Accounting Education, 23 (2014) 4, S.343-361 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2014.930693
Schlagwörter	Gender Differences; Personality Traits; Accounting; Academic Achievement; Preferences; College Students; College Faculty; Teacher Effectiveness; Personality Measures; Outcomes of Education; Grade Point Average; Attendance; Student Attitudes; Foreign Countries; Likert Scales; Management Development; Pretests Posttests; Multiple Regression Analysis; Maximum Likelihood Statistics; Norway; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Abrechnung; Buchführung; Buchhaltung; Schulleistung; Collegestudent; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Anwesenheit; Schülerverhalten; Ausland; Likert-Skala; Norwegen
Abstract	This study questions whether the contradictory results from previous studies of gender and performance in accounting is because gender has no mutually homogeneous groups. A combination of gender and personality types will provide a more balanced picture of academic performance in accounting. There are three main findings in this study: the dichotomous gender variable covers two groups that are mutually heterogeneous, and it contributes to diluting any effects of gender on academic performance in management accounting; when each of these groups is combined with personality characteristics of female and male students, we obtain a more robust and complex picture, showing that gender combined with personal preferences is significant for performance; performance is independent of personality preferences when it comes to positive affect of ability, perceived preparation before lectures, after lectures, and interest for the subject, and negative affect of perceived degree of difficulty of the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01