Learning strategies and general cognitive ability as predictors of gender-specific academic achievement.

Autor/inn/en	Ruffing, Stephanie; Wach, F.-Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia
Titel	Learning strategies and general cognitive ability as predictors of gender-specific academic achievement.
Quelle	In: Frontiers in psychology, 6 (2015) Art. 1238, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2015.01238
Schlagwörter	Korrelation; Persönlichkeitsmerkmal; Geschlechtsspezifischer Unterschied; Deutschland; Strategie; Student; Lehramtsstudent; Korrelation; Leistungsmessung; Lernverhalten; Lehramtsstudent; Lernprozess; Lernverhalten; Leistungsmessung; Strategie; Student; Deutschland
Abstract	Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3