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ERIC Number: ED476176
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gender Differences in Self-Regulated Learning, Task Value, and Achievement in Developmental College Students.
Ray, M. W.; Garavalia, L. S.; Gredler, M. E.
This study examined gender and aptitude distinctions (average versus below average) among developmental college students in task value, reported use of learning strategies, and academic achievement. The sample consisted of 286 developmental students from a community college in the Midwest, of whom 129 were female. Two measures of achievement were obtained, course grade and semester grade point average. Aptitude, perceptions of self-regulated learning strategies, and student perceptions of task value were also measured. Although prior research has indicated gender differences in students' reported use of learning strategies for higher achieving students, there have not been many studies of low achieving students. In this study, differences were found in use of typical study strategies, with females reporting greater use of these strategies. Gender differences were also found in achievement, with females earning higher grades than males. Some of this difference might be attributed to differences in utilization of learning strategies. The paper discusses implications for instruction of these findings. (Contains 1 table and 14 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A