Literaturnachweis - Detailanzeige
| Autor/in | Yeung, Alexander Seeshing |
|---|---|
| Titel | Gender Differences in Learning To Learn: Self-Concepts, Motivation and Learning Inclinations of Hong Kong Grades 4 and 5 Students. |
| Quelle | (2003), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Competence; Elementary Education; Elementary School Students; Foreign Countries; Grade 4; Grade 5; Learning Processes; Self Concept; Sex Differences; Student Attitudes; Student Motivation; Hong Kong |
| Abstract | The recent educational reform in Hong Kong has emphasized students' learning to learn. To facilitate the ability of learning to learn, students need to: trust their own capabilities; like academic work; be intrinsically motivated such that they are task and effort oriented; be ready to broaden their knowledge and skills by reading and exploring; be flexible in their learning behavior; and be able to work independently. This study investigated these abilities among students in fourth and fifth grades in Hong Kong, to examine potential gender and grade level differences in these constructs. A sample of 59 boys and 64 girls in grade 4 and 96 boys and 97 girls in grade 5 from 20 schools responded to a surveyed. The survey asked them about self-concepts of competence and affect, task and effort orientations in school motivation, willingness to broaden knowledge and skills, and flexibility and independence in learning. Principal component analysis established the seven factors. Analysis of variance found that although boys and girls did not differ in their self-concept of competence, girls excelled in 5 of the other 6 variables. There was a gender x grade interaction effect for broadening knowledge, indicating that whereas 5th grade girls were more willing that 4th grade girls to broaden their knowledge through reading, 5th grade boys were less willing that 4th grade boys to do so. Advocates of education reform need to seriously consider gender differences when formulating policies in relation to promoting learning to learn in schools. (Scales in the study and their reliability are appended. Contains 44 references.) (Author/HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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