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ERIC Number: EJ801426
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 73
ISSN: ISSN-1750-497X
Measuring Gender Differences in Cognitive Functioning
Downing, Kevin; Chan, Sui-Wah; Downing, Woo-Kyung; Kwong, Theresa; Lam, Tsz-Fung
Multicultural Education & Technology Journal, v2 n1 p4-18 2008
Purpose: The purpose of this paper is to investigate relationships between gender, A-level scores and scores on the learning and study strategies inventory (LASSI) of undergraduate students. Design/methodology/approach: The participants for this study were selected at random from the overall LASSI sampling exercise and males and females were compared using the LASSI scales at a Hong Kong University. Findings: Gender differences in cognitive functioning and achievement do not always favour one sex with the literature related to intelligence testing suggesting that males outperform females on tests of visuo-spatial ability, and mathematical reasoning whereas females do better on tests involving memory and language use. This paper examines relationships between gender, A-level scores and scores (LASSI) of undergraduate students and argues that whilst there are significant gender differences in A-level scores, these provide limited practical information at a cognitive level. In contrast, the data from LASSI allows a more detailed and practical metacognitive analysis suggesting significant gender differences in certain areas of self-perceived performance, with females demonstrating significantly higher levels of self-regulation and a more positive attitude to academic study than their male counterparts. Originality/value: The analysis of the data produced by the LASSI indicates that there are significant differences in self-perceived metacognition between the genders. (Contains 5 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory