Learning and Study Strategies and Engagement among Egyptian Undergraduates: Do Gender and Discipline Matter?

Autor/inn/en	Abulela, Mohammed A. A.; Bart, William M.
Titel	Learning and Study Strategies and Engagement among Egyptian Undergraduates: Do Gender and Discipline Matter?
Quelle	In: Educational Psychology, 41 (2021) 9, S.1160-1179 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abulela, Mohammed A. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1834076
Schlagwörter	Learning Strategies; Study Skills; Learner Engagement; Undergraduate Students; Young Adults; Majors (Students); Student Motivation; Self Management; Gender Differences; Anxiety; Time Management; Public Colleges; Measures (Individuals); Foreign Countries; Egypt; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Young adult; Junger Erwachsener; Schulische Motivation; Selbstmanagement; Geschlechterkonflikt; Angst; Zeitmanagement; Messdaten; Ausland; Ägypten
Abstract	Learning and study strategies and student engagement are key factors in achieving the intended learning outcomes. However, relatively little is known about these two concepts among Egyptian undergraduates as a function of gender (males/females) and discipline (science/humanities). This study investigates gender and discipline differences in learning and study strategies and student engagement among 522 Egyptian undergraduates. An adapted Arabic version of the Learning and Study Strategies Inventory -- Second Edition (LASSI-II) and a Student Engagement Scale (SES) are used. Multivariate analyses of variance reveal the existence of main effects for gender only on the anxiety strategy and for discipline on six LASS: information processing, anxiety, attitude, motivation, study aids, and time management. There are also statistically significant interactions between gender and discipline on three LASS: anxiety, motivation, and self-testing. Results also show there are no statistically significant differences in behavioural, emotional, or cognitive engagement subtypes due to gender and discipline. Educational implications, limitations, and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01