Older Women, Deeper Learning, and Greater Satisfaction at University: Age and Gender Predict University Students' Learning Approach and Degree Satisfaction

Autor/inn/en	Rubin, Mark; Scevak, Jill; Southgate, Erica; Macqueen, Suzanne; Williams, Paul; Douglas, Heather
Titel	Older Women, Deeper Learning, and Greater Satisfaction at University: Age and Gender Predict University Students' Learning Approach and Degree Satisfaction
Quelle	In: Journal of Diversity in Higher Education, 11 (2018) 1, S.82-96 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000042
Schlagwörter	Age Differences; Gender Differences; Predictor Variables; Undergraduate Students; Student Surveys; Learning; Foreign Countries; Transformative Learning; Learner Engagement; Student Satisfaction; Correlation; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Prädiktor; Schülerbefragung; Lernen; Ausland; Pädagogische Transformation; Korrelation; Statistische Analyse; Australien
Abstract	The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or on paper. Consistent with previous research, age was a positive predictor of both surface and deep learning. However, gender moderated this age effect in the case of deep learning: Age predicted deep learning more strongly among women and not among men. Furthermore, age positively predicted degree satisfaction among women but not among men, and deep learning mediated this moderation effect. Hence, older female students showed the greatest deep learning in the present sample, and this effect explained their greater satisfaction with their degree. The implications of these findings for pedagogical practices and institutional policy are considered. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01