Gender Invariance in the Impacts of Pre-College Scholastic Factors and Self-Regulated Learning Variables on the Academic Attainment of Undergraduate Students.

Abstract

The aim of this study was to report the development and testing of a model explaining gender differences in the interrelationships among aptitude measures, high school mathematics and science preparation, college academic level, motivational and self-regulatory variables, and grade point average using structural equation modeling and multiple groups analysis for undergraduate females (n=312) and males (n=158). Data were gathered using a new instrument entitled Learning Strategies and Study Skills survey (Ruban and Reis, 1999). First, the study investigated gender differences in precollege scholastic and academic factors, motivation, self-regulation, and academic achievement of postsecondary students. Second, the study simultaneously examined the interrelationships among these cognitive and noncognitive variables for the entire sample of students and for males and females within the structural modeling framework. Tests of interrelationships helped to attain a more complete understanding of the factors that impact college students academic performance, and whether these factors exert similar or differential influence on the academic attainment of males and females. Results of the study provide support for gender invariance for the measurement and structural model for males and females. Even though no gender differences were found, interesting patterns emerged regarding the impacts of precollege scholastic and academic factors and self-regulated learning factors on college academic achievement among male and females collegians. These paths of influence are interpreted in terms of social cognitive theory and research conducted within the framework of gender differences. (Contains 2 figures, 6 tables, and 92 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Gender Invariance in the Impacts of Pre-College Scholastic Factors and Self-Regulated Learning Variables on the Academic Attainment of Undergraduate Students PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Lilia Ruban University of Houston D. Betsy Mc Coach University of Connecticut Sally M. Reis University of Connecticut U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. El Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

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