Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Startseite

Literaturnachweis - Detailanzeige

 
AutorenRuffing, Stephanie; Wach, F.-Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia
TitelLearning strategies and general cognitive ability as predictors of gender-specific academic achievement.
QuelleIn: Frontiers in psychology, 6 (2015) 1238, 12 S.
PDF als Volltext  Link als defekt melden    Verfügbarkeit 
BeigabenLiteraturangaben, Abbildungen, Tabellen
Spracheenglisch
Dokumenttyponline; Zeitschriftenaufsatz
ISSN1664-1078
DOI10.3389/fpsyg.2015.01238
SchlagwörterLernverhalten; Lernprozess; Strategie; Persönlichkeitsmerkmal; Student; Lehramtsstudent; Leistungsmessung; Korrelation; Deutschland; Geschlechtsspezifischer Unterschied;
AbstractRecent 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 vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2018-08
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Frontiers in psychology" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)