The unique contribution of learning approaches to academic performance, after controlling for iq and personality: Are there gender differences?
(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)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/3044879
- author
- Rosander, Pia LU and Bäckström, Martin LU
- organization
- publishing date
- 2012
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Learning and Individual Differences
- publisher
- Pergamon Press Ltd.
- 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
- 2016-04-01 10:38:28
- date last changed
- 2022-01-26 01:07:43
@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 Press Ltd.}},
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}},
doi = {{10.1016/j.lindif.2012.05.011}},
year = {{2012}},
}