Articlegreen2009

Gender Differences in Self-Regulated Online Learning Environment

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Online and Blended Learning Education, Achievement, and Giftedness Gender and Technology in Education

Abstract

This study analyzed gender differences in self-regulated learning components, motivational beliefs and achievement in self-regulated online learning environment. Sample of the study consisted of 145 participants from an online programming course which is based on synchronous and asynchronous communication methods over the Internet. Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess students' motivation and use of learning strategies. Linear stepwise regression method and multivariate analysis of variance were used to analyze the data. The results of the study indicated that test anxiety explained a significant amount of variance in female students' achievement and two variables (self-efficacy for learning and performance, and task value) explained a significant amount of variance in male students' achievement. It was also found that there were not statistically significant mean differences among motivational beliefs, self-regulated learning variables and achievement in programming with respect to gender.

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References

2002Social Foundations of Thought and Action 1990Self-Regulated Learning and Academic Achievement: An Overview 1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).1999The role of motivation in promoting and sustaining self-regulated learning 1990Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.2008Teaching and Learning at a Distance: Foundations of Distance Education 2005Test Anxiety and Academic Performance in Undergraduate and Graduate Students.2006Differences in Actual and Perceived Online Skills: The Role of Gender*

Cited by

2012Learning presence as a moderator in the community of inquiry model 2015Teacher readiness for online learning: Scale development and teacher perceptions 2019The role of demographics in online learning; A decision tree based approach 2013Web‐based reading annotation system with an attention‐based self‐regulated learning mechanism for promoting reading performance 2018Profiles in self-regulated learning and their correlates for online and blended learning students

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