Learning to learn: How 4th and 5th grade boys and girls differ

Learning to learn: How 4th and 5th grade boys and girls differ

• Yeung, Alexander Seeshing University of Western Sydney
• Hon, Rachel Yuk Hung Maryknoll Convent School, Hong Kong
• Mclnerney, Dennis M. CRPP, National Institute of Education, Singapore

Australian Educational and Developmental Psychologist, 24(2), 69-89, 2007

Australian Psychological Society

2007

• A 人的成長與發展
  • AJ 性別差異、兩性教育差異、教育中的性別偏見

Cognitive Style Females Gender Differences Goal Orientation Learning Processes Males Reading Self Concept Student Surveys Year 4 Year 5 Hong Kong Self Management

• Hong Kong

• 1997.7 onwards

• 小學教育

From 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 46 grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students' learning-to-learn capabilities and particularly to encourage boys to read.
[Copyright of Australian Educational and Developmental Psychologist is the property of Australian Psychological Society. Publisher's website:
http://www.psychology.org.au/]

• 英文

期刊論文

• 08165122

https://bibliography.lib.eduhk.hk/tc/bibs/ac0834cb

2010-09-24