The Relationship between Teacher's Gender and Deep Learning Strategy: The Mediating Role of Deep Learning Motivation

Autor/inn/en	Song, Xin; Yang, Xiantong; Wang, Qiang; Su, Yu; Hong, Jon-Chao
Titel	The Relationship between Teacher's Gender and Deep Learning Strategy: The Mediating Role of Deep Learning Motivation
Quelle	In: Psychology in the Schools, 59 (2022) 11, S.2251-2266 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Qiang) ORCID (Hong, Jon-Chao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22694
Schlagwörter	Sex; Gender Differences; Learning Motivation; Learning Strategies; Teacher Characteristics; Faculty Development + Suchen Sie Ihr Suchwort? Geschlecht; Geschlechtsverkehr; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Deep learning has gradually appeared in the field of teacher education research and is considered as an effective way to promote teacher professional development. To explore the relationship between teacher gender and deep learning strategies, as well as the mediating role of teachers' deep learning motivation, we conducted a questionnaire survey in this study on 429 valid teachers of different genders, ages and backgrounds. The results show that male teachers are more likely to adopt deep learning strategies and deep learning motivations than female teachers. Deep learning motivation is positively correlated with deep learning strategy while negatively correlated with superficial learning strategy. It can be seen that deep learning motivation plays a mediating role between teacher gender and deep learning strategies. These findings expand the understanding of teachers' learning and indicate that in professional development programs, we should pay more attention to the deep learning of female teachers, to help female teachers improve their deep learning motivation and deep learning strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01