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The unique contribution of learning approaches to academic performance, after controlling for iq and personality: Are there gender differences?

Rosander, Pia LU and Bäckström, Martin LU (2012) In Learning and Individual Differences
Abstract
he present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning approaches and one cognitive ability test. A series of hierarchical regressions were performed with participants' school subject-specific grades as the criterion variable and learning approaches as the predictor variable, after controlling for all variance related to IQ and personality. The results showed that learning approaches accounted for 6% and 16% of the variance in academic performance for... (More)
he present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning approaches and one cognitive ability test. A series of hierarchical regressions were performed with participants' school subject-specific grades as the criterion variable and learning approaches as the predictor variable, after controlling for all variance related to IQ and personality. The results showed that learning approaches accounted for 6% and 16% of the variance in academic performance for girls and boys, respectively. The results are discussed in terms of possible explanations for and implications of the gender differences found. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Learning and Individual Differences
publisher
Pergamon
external identifiers
  • wos:000312683900020
  • scopus:84868303910
ISSN
1041-6080
DOI
10.1016/j.lindif.2012.05.011
language
English
LU publication?
yes
id
f8b0437f-9ac7-41cc-912e-4ecc30cfd668 (old id 3044879)
date added to LUP
2012-10-23 11:04:37
date last changed
2017-11-05 03:16:15
@article{f8b0437f-9ac7-41cc-912e-4ecc30cfd668,
  abstract     = {he present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning approaches and one cognitive ability test. A series of hierarchical regressions were performed with participants' school subject-specific grades as the criterion variable and learning approaches as the predictor variable, after controlling for all variance related to IQ and personality. The results showed that learning approaches accounted for 6% and 16% of the variance in academic performance for girls and boys, respectively. The results are discussed in terms of possible explanations for and implications of the gender differences found.},
  author       = {Rosander, Pia and Bäckström, Martin},
  issn         = {1041-6080},
  language     = {eng},
  publisher    = {Pergamon},
  series       = {Learning and Individual Differences},
  title        = {The unique contribution of learning approaches to academic performance, after controlling for iq and personality: Are there gender differences?},
  url          = {http://dx.doi.org/10.1016/j.lindif.2012.05.011},
  year         = {2012},
}