A Meta-Analysis of Gender Differences in Attitudes toward Seeking Professional Psychological Help

Autor/inn/en	Nam, Suk Kyung; Chu, Hui Jung; Lee, Mi Kyoung; Lee, Ji Hee; Kim, Nuri; Lee, Sang Min
Titel	A Meta-Analysis of Gender Differences in Attitudes toward Seeking Professional Psychological Help
Quelle	In: Journal of American College Health, 59 (2010) 2, S.110-116 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
Schlagwörter	Graduate Students; Help Seeking; Mental Health Workers; Psychology; Cultural Background; Gender Differences; Meta Analysis; Cultural Influences; Race; Undergraduate Students; Ethnicity; Sampling + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Psychiater; Psychologie; Geschlechterkonflikt; Meta-analysis; Metaanalyse; Cultural influence; Kultureinfluss; Rasse; Abstammung; Ethnizität
Abstract	Objective: The present study aims to examine gender differences in attitudes toward professional psychological help-seeking behavior and how gender differences could be affected by other cultural factor such as race. Participants: The authors selected studies that involved undergraduate and graduate students as samples, making the total number of participants in this meta-analysis 5,713. Methods: Statistical procedures were administrated by the MIX (Meta-analysis with Interactive eXplanations) program, which does meta-analyses. Results and Conclusions: The results indicated that gender itself was a significant predictor on attitudes toward seeking professional psychological help. In addition, individual's cultural background (eg, Western versus non-Western ethnicity) moderated the gender differences on attitudes toward seeking professional psychological help. Practical implications for mental health professionals in college settings were discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10