Gender differences in pathological gamblers seeking medication treatment
Gender differences in pathological gambling disorder (PGD) have received little investigation. This study was constructed to detail the demographic and phenomenological differences in men and women with PGD. We assessed gender differences in 131 subjects with PGD who were evaluated in terms of demographic characteristics, clinical features of PGD, and treatment history. Seventy-eight (60%) subjects were women, and 53 (40%) were men. Men had an earlier age of onset of gambling behavior, while women progressed to pathological gambling sooner after beginning to gamble. In terms of gambling behavior, men were more likely to engage in blackjack, cards, sporting events, and the track, whereas women played slot machines and bingo. Women reported that loneliness was the major trigger to gambling, while men were more likely to gamble secondary to sensory stimuli. Although men were as likely as women to have filed bankruptcy because of gambling, women were more likely to have written bad checks and men were more likely to have lost significant savings. Both groups were equally likely to seek treatment, but Gamblers Anonymous (GA) and outpatient therapy were reported equally ineffective in reducing gambling symptoms. There appear to be some gender differences in the clinical features of PGD, and these differences may have treatment implications. 
Gender differences in the social moderators of stress
explores gender differences in social support / concludes that women tend to (1) maintain more emotionally intimate relationships than do men, (2) mobilize more social supports in times of stress than do men while relying less heavily than men on the spouse as a source of social support, and (3) provide more frequent and more effective social support to others than do men / consequences of these findings are explored in terms of their positive and negative implications (PsycINFO Database Record (c) 2016 APA, all rights reserved) 
Cognitive gender differences are disappearing
Gender differences in cognitive abilities were determined using the norms from the four standardizations of the Differential Aptitude Tests conducted between 1947 and 1980, and from the four standardizations of the Preliminary Scholastic Aptitude Test/Scholastic Aptitude Test conducted between 1960 and 1983. The standardized gender differences (ds) were averaged over grade of examinees and year of standardization to obtain a mean effect size for each ability, and variations among effect sizes were examined for grade, year, and Grade × Year trends. Girls scored higher than boys on scales of grammar, spelling, and perceptual speed; boys had higher means on measures of spatial visualization, high school mathematics, and mechanical aptitude; and no average gender differences were found on tests of verbal reasoning, arithmetic, and figural reasoning. Gender differences declined precipitously over the years surveyed, and the increases in these differences over the high school grades have diminished. The important exception to the rule of vanishing gender differences is that the well-documented gender gap at the upper levels of performance on high school mathematics has remained constant over the past 27 years. (PsycINFO Database Record (c) 2016 APA, all rights reserved) 
Gender Differences in Body Image Perception among Northern Malaysian Tertiary Students
Aims: This study examined the association of socio-cultural and psychological factors with body shape concern, perception and body weight perception among tertiary students of Northern Malaysia.
Study Design: This is a cross-sectional study.
Place and Duration of Study: Universiti and Kolej Tunku Abdul Rahman (UTAR and KTAR), Perak campuses, between August 2011 and January 2012.
Methodology: A total of 1003 students were recruited (M = 431, F = 572; mean age 19.96 ± 1.51) and their body image perception were assessed using Body Shape Concern Questionnaire, Body Weight Perception Questionnaire, Body Shape Perception Questionnaire (Stunkard Silhouette Chart), Multidimensional Body Self Relations Questionnaire (MBSRQ), Rosenberg’s Self-Esteem Scale (RSE) and Quality of Life measurement.
Results: More females than males had problems with their body shape, where more females desired a thinner body size and vice versa for males. There was misperception of opposite sex’s perception of attractive body shape, where males chose a larger figure for attractive body shape of female compared to females themselves, and vice versa. Overweight students had significantly lower parental/peer acceptance, higher body shape satisfaction and hence lower body weight/shape anxiety, and made lesser body shape comparison compared to other counterparts. Quality of life and self-esteem were significantly negatively correlated with body satisfaction.
Conclusion: Male and female Malaysian tertiary students were concerned with their body shape and perceived their body weight/shape differently. 
Gender Differences in the Achievement and Retention of Nigeria Students Exposed to Concept in Electronic Works Trade through Reflective Inquiry Instructional Technique
This study was designed to determine the gender differences in the achievement and retention of Nigerian students exposed to concepts in electronic works trade through reflective inquiry. The pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. The study was carried out in Lagos State. 43 students constituted the subjects in the experimental group and 62 students constituted the subjects in the control group for the study. Two research questions and two null hypotheses, tested at 0.05 level of significance guided the study. The instrument for data collection was Electronic Work Trade Achievement Test (EWTAT).The instrument was subjected to face validation by five experts in Vocational teacher education and Electronic technology. The EWTAT was tested in trial to determine its psychometric indices and reliability coefficients. The EWTAT reliability coefficient was 0.83 using Kuder-Richardson’s estimate formula. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. This study revealed that the mean score of boys was higher than the mean score of girls taught Electronic works trade using reflective inquiry instructional technique, but the mean score of girls was higher than that of the boys in the test for retention of learning. Consequently, the researchers recommended that Technical College teachers should adopt the use of the reflective inquiry instructional technique to the teaching of Electronic works trade and Ministry of education and administrators of Technical Colleges should always organize seminars, conferences and workshops to sensitize technical teachers on the use of instructional technique. 
 Grant, J.E. and Kim, S.W., 2002. Gender differences in pathological gamblers seeking medication treatment. Comprehensive psychiatry, 43(1), pp.56-62.
 Belle, D., 1991. Gender differences in the social moderators of stress.
 Feingold, A., 1988. Cognitive gender differences are disappearing. American Psychologist, 43(2), p.95.
 Wong, L.-M. and Say, Y.-H. (2013) “Gender Differences in Body Image Perception among Northern Malaysian Tertiary Students”, Journal of Advances in Medicine and Medical Research, 3(3), pp. 727-747. doi: 10.9734/BJMMR/2013/3069.
 Samuel, O. and Peter, O. (2013) “Gender Differences in the Achievement and Retention of Nigeria Students Exposed to Concept in Electronic Works Trade through Reflective Inquiry Instructional Technique”, Journal of Education, Society and Behavioural Science, 3(4), pp. 589-599. doi: 10.9734/BJESBS/2013/4026.