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Disciplinary and gender differences among higher education students in self‐regulated learning strategies

Content Provider	Scilit
Author	Virtanen, Päivi Nevgi, Anne
Copyright Year	2010
Description	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.
Related Links	https://helda.helsinki.fi/bitstream/10138/308322/1/paivi_Virtanen_artikkeli1_liite3.pdf
Ending Page	347
Page Count	25
Starting Page	323
ISSN	01443410
e-ISSN	14695820
DOI	10.1080/01443411003606391
Journal	Educational Psychology
Issue Number	3
Volume Number	30
Language	English
Publisher	Informa UK Limited
Publisher Date	2010-04-26
Access Restriction	Open
Subject Keyword	Journal: Educational Psychology Education Research Self‐regulation in Learning Self‐assessment Higher Education Disciplinary Differences Gender Differences
Content Type	Text
Resource Type	Article
Subject	Experimental and Cognitive Psychology Education Developmental and Educational Psychology

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