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ERIC Number: EJ883245
Record Type: Journal
Publication Date: 2010-May
Pages: 25
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0144-3410
Disciplinary and Gender Differences among Higher Education Students in Self-Regulated Learning Strategies
Virtanen, Paivi; Nevgi, Anne
Educational Psychology, v30 n3 p323-347 May 2010
This study explores how university students representing diverse disciplines and gender differ in their self-regulation in learning. The definition of self-regulated learning (SRL) in the present study is based on Pintrich's and Zimmerman's theories of SRL and comprises motivational and learning strategies. The sample consisted of 1248 undergraduate students at several Finnish universities. The data were retrieved from the IQ Learn online self-assessment and tutoring system. Female students scored moderately higher than male students on help-seeking strategies, utility value and on performance anxiety. Among the diverse disciplines, minor mean differences emerged on all the sub-dimensions of SRL, though no clear regularity on any discipline's favour was perceived. However, male and female students of behavioural sciences and female students of sciences scored highest consistently, and the technology students, especially the male students, scored lowest. In the future, the relations between the students' self-regulation in learning and instructional approach should be studied further. (Contains 6 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland