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1.
Gender differences in learning styles: A narrative review and quantitative meta-analysis 总被引：1，自引：0，他引：1
This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.In addition to the narrative review, we performed a quantitative meta-analysis on two instruments (Kolb's Learning Style Inventory and Entwistle's Approaches to Studying Inventory) to determine the direction and magnitude of gender differences in various samples. A search for these two instruments resulted in 26 studies for which the necessary statistics were available. On Kolb's instrument, the results showed that men were more likely than women to prefer the abstract conceptualisation mode of learning. On Entwistle's ASI a difference was found on the affective components of approaches to studying. 相似文献
2.
Research on Gender and Education in the Nordic Countries 总被引：1，自引：0，他引：1
Sex has for many years been an important independent variable in educational research, but the serious theoretical discussion of the variable as a dependent variable belongs mostly to the last three decades. A need for a conceptual reorientation has emerged which, for one thing, resulted in the replacement of the concept sex by the concept gender. The article in this section presents and discusses the necessity and the development of this theoretical reorientation in the Nordic countries, which has attracted many researchers and instigated inventive projects. In addition the article gives an overview of Nordic empirical gender research in or related to education: first the studies that opened up the field, then the development that followed. This presentation focuses on different subareas, such as studies of gender and ability, learning and achievement, studies of gender aspects of classroom interaction, studies of single‐sex learning arrangements, action research studies in order to expand the interpersonal and emotional skills repertoire of boys and girls, studies of gender identity. Although differences between the Nordic countries are clear, similarity is the dominant trait. At the end the article comments on recent viewpoints on the likely development of gender policy and outlines basic educational questions within the Nordic educational systems. 相似文献
3.
Language learning style, serving as one of the elements of individual differences in foreign language learning, has substantial significance of research for EFL teaching. Males' and females' language learning styles are quite different. This paper illustrates the gender differences in language learning styles from sensory, cognitive and personality perspectives, and offers some suggestions for EFL teaching. 相似文献
4.
Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials? 
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下载免费PDF全文 The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy. 相似文献
5.
《Community College Journal of Research & Practice》2013,37(5):363-375
In the study reported in this article, we examine the extent to which community college students' learning style preferences vary as a function of discipline. We were interested in knowing whether gender and academic performance play a role in student learning style preferences. The learning style preferences of 105 community college students (47 males and 58 females) were measured in four disciplines (i.e., English, mathematics, science, and social studies) using a modified version of the Kolb Learning Style Inventory IIa (Kolb, 1995), which was aimed at determining learning mode orientations: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results revealed significant differences in students' learning styles preferences across disciplines, but not for gender. In addition, student learning style preferences varied by academic performance as measured by GPA. These findings have important implications for community college teaching and research. 相似文献
6.
关于中学生对语教师性别接受和期待的研究不仅可以揭示中学生的性别认知状况，而且可在一定程度上反映语教师在教学风格和教学效果等方面的性别差异。依据自编调查问卷，对北京市三所学校的117名高一年级学生进行了调查。研究发现，中学生对女语教师的接受和喜爱程度高于对男教师；他们普遍认为女性更适合做语教师；但学生对不同性别语教师的期待没有明显差异；遇到过男语教师的同学对语教师的性别期待表现出比较大的灵活性。中学生认为男女语教师在教学优势和教学风格方面有显的差异。因此，就中学生对语教师的性别接受和性别期待的可能影响因素、男女教师在教学优势和教学风格方面的差异及其可能原因和后果等进行讨论是有意义的。 相似文献
7.
8.
李芳 《湖南城市学院学报》2012,(3):74-76
学习者的个体差异越来越受到外语教师的关注,学习风格是学生个体差异的一部分,对学习风格的研究有助于教师进一步了解学生的个体差异,做到因材施教,促进外语教学改革.女性作为现代社会个体的一部分,其社会作用日益明显,女性的学习风格因此越来越被教育界所关注.从性别的视角下探讨女性学习风格特点与类型并加以充分利用,具有重要的教育实践价值,并对促进女性发展具有深远的社会意义 相似文献
9.
网上语言学习作为一种时新学习趋势正在悄然兴起。在影响语言学习的各种因素中,性别差异毋庸置疑将被给予特别的重视。此研究从生理与认知差异的不同角度,分析了两性差别,并以分析这种差别对于网上语言学习所带来的对学习成果的影响为目的。此研究主要通过问卷调查的形式,样本来自50位大学在校学生和来自不同背景的社会在职人员。研究的结果表明性别差异的确在网上语言学习的质量方面起着重要的作用,并且对网上语言学习者和基于网上学习的研究者都有着重要的指导作用。 Keywords:languagelearning;genderdiffer ence;web-basedlearning 相似文献
10.
网上语言学习作为一种时新学习趋势正在悄然兴起。在影响语言学习的各种因素中,性别差异毋庸置疑将被给予特别的重视。此研究从生理与认知差异的不同角度,分析了两性差别,并以分析这种差别对于网上语言学习所带来的对学习成果的影响为目的。此研究主要通过问卷调查的形式,样本来自50位大学在校学生和不同背景的社会在职人员。研究的结果表明性别差异的确在网上语言学习的质量方面起着重要的作用,并且对网上语言学习者和基于网上学习的研究者都有着重要的指导作用。 Keywords:languagelearning;genderdiffer ence;web-basedlearning 相似文献
11.
《The American journal of distance education》2013,27(4):211-229
Past studies of online discourse found social presence to be a critical element in the learning process. Social presence connotes the extent to which students perceive themselves as intellectually connected to the other participants in an online dialogue. Impediments to the development of social presence can disrupt knowledge formation as a group activity. This study analyzed differences in the language styles of men and women as one such impediment. When students self-categorize by gender, the expository speaking style of men may crowd out the epistolary style of women, leading women to cognitively disengage from the group learning process. However, in online course environments, where self-categorization is by shared identity, such crowding out is less likely to occur. This study found no evidence of a male crowding-out effect. 相似文献
12.
《Journal of Language, Identity & Education》2013,12(4):245-260
This study traces the ways in which an Arabic-speaking immigrant girl in Cyprus positions herself towards the different gender ideologies that she encounters at home and in school. Through Nadia's linguistic choices and discursive strategies we come to see how competing gender codes, meeting at the crossroads of geographic, linguistic, and cultural transition, lead to the emergence of a hybrid cultural identity. The data also reveal that "passing" is not always the goal of speakers who enter a new culture; instead, social categories such as gender mediate between the ability and the willingness to pass. These findings suggest that L2 users, through their daily linguistic and cultural practices across and within discourse sites, become agents of multiple, dynamic, and flexible identities. The study demonstrates the particular implications of second language learning and use and gender ideologies in the process of identity construction and highlights the complexities of identity work in today's multilingual and multitextual social settings. 相似文献
13.
The present study examines the manifestation of structural differences in the manner in which men and women students perceive and engage the content and context of learning. These differences are explored, and shown to be consistent, within a hierarchy of progressively more complex conceptual models of student learning. Conclusions are that structural gender variation differences emerge in terms of deep/strategic rather than surface, forms of learning behaviour: men students distinctively manifest and qualify deep/strategic learning behaviour in terms of operation and comprehension learning styles, while women students integrate these styles in a manifestation of style versatility that is clearly organised and not achievement motivated. An apparently separate female trait is distinguishable in terms of comprehension learning style and achievement motivation. It is argued that gender differences constitute a potentially important and neglected source of variation in student learning which, when detected in context, can and should be explicitly managed by academic practitioners. 相似文献
14.
西方数学学习性别差异研究述评 总被引：2，自引：0，他引：2
数学学习性别差异是西方教育理论研究的热点问题之一.这一课题的研究在国际上已取得很多重要成果,这些研究结论不尽相同,甚至对立,如:男生比女生在数学学习方面占优势;男女生在数学学习方面各有优势;男女生在数学学习方面无显著差异等.有的学者从男女先天的智力和生理特征的角度解释造成差异的原因;有的学者从自我信念体系、社会文化及学校因素、教师观念、家长观念解释造成差异的原因.为了平衡数学学习中的性别差异,我们应树立性别平等意识、实施单一性别教育,开展"因性施教"的教学方式. 相似文献
15.
Ellen Boeren 《Studies in Continuing Education》2013,35(3):333-346
At first sight, participation rates in adult learning do not differ strongly between men and women. Further exploration, however, makes clear that differences exist at the level of the type of learning. Men participate more in work-related learning and experience more job-related motives to participate. Women take on the main responsibilities in the home, resulting in less employment in knowledge intensive jobs and fewer opportunities for work-related training. In this paper, we use the Harvard gender analysis framework to gain insight into the differences in adult learning activities between men and women. In the empirical part, we use the Eurostat Adult Education Survey, which provides sex-aggregated data, which are needed to gain insight in the broader activity profile of the population divided by men and women. 相似文献
16.
Chris L. Gibson David Khey Christopher J. Schreck 《Journal of Criminal Justice Education》2013,24(1):2-18
While research has found that males tend to commit more academically dishonest acts than females, we know little about what accounts for the gender differential or whether the same factors can explain academic dishonesty for males and females. This study assesses how internal controls, i.e., self‐control, shame, embarrassment, and moral beliefs, account for the relationship between gender and cheating behavior. Using a sample of students from a southern university in the United States, this study explores three questions. First, do internal controls vary across males and females? Second, can internal controls account for gender differences in test cheating? Third, do internal controls differentially or similarly predict test cheating for males and females? Results show that (a) gender differences among several internal controls as well as cheating behavior, (b) internal controls reduce the gender gap but cannot completely explain why gender differences exist in cheating, and (c) two internal controls, self‐control and moral beliefs, differentially predict male and female test cheating. We discuss limitations of our findings and how research can expand the investigation of gender differences and explanations for engaging in academically dishonest acts. 相似文献
17.
Wai‐Chung Ho 《Gender and education》2009,21(4):405-422
This paper examines the extent of gender differences, and discusses the role of gender in musical instrument learning. It focuses on the collective instrumental experiences of 1493 Chinese students (774 boys and 719 girls attending grades 7–13) within Western and non‐Western musical traditions in Hong Kong. The discussion draws attention to gender differences in the learning of Chinese and Western musical instruments, in musical interest and instrumental learning, and in the reasons why students learn or do not learn musical instruments. The paper argues that, while female and male students exhibit different attitudes towards the types of instruments learnt, significant correlations exist between their interest in music and parental support for their instrumental learning. Gender is brought to the fore by the pedagogical actions of the teacher, the mass media and by parental efforts to reduce gender bias and stereotypes through school, public and family education. 相似文献
18.
Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools. 相似文献
19.
Gender differences and styles in the use of digital games 总被引：1，自引：0，他引：1
Philip Bonanno 《教育心理学》2005,25(1):13-41
This paper reports work in progress investigating gender differences and styles in the use of digital games amongst advanced level biology students. It is an elaboration on previous work exploring the relationship between cognitive style and academic performance in Maltese students taking biology at advanced level. In this previous work the cognitive style of 581 (212 male and 369 female) advanced biology students was correlated with their academic performance in five different subjects. Pearson's correlation showed that the wholist–analytic dimension, the verbal–imagery dimension, and gender were not correlated. Regression analysis showed that none of the style dimension combinations had a significant effect on performance in any of the subjects. However, gender proved to be a stronger determinant of performance. These results were interpreted from a cognitive neuroscience perspective. Numerous studies have consistently found gender differences in language and visuospatial skills. Female superiority is seen on tests of both receptive and productive language, and on more complex tasks such as making analogies and creative writing. Males have an advantage in visuospatial reasoning, being more adept at performing disembedding and internal spatial transformations. In view of these results and the constantly reported gender difference in the use of digital games, this paper describes the initial stage of an investigation about gender‐determined propensities to digital media. Different studies claim that males dedicate more time than female students to playing digital games. A marked emphasis on the use of particular game genres by the different sexes is also reported. This reported phenomenon is investigated within the context of Maltese students taking advanced biology. Through a questionnaire, data were collected about the time students spend playing digital games, their preferred platform, and their preferred games. Data were analysed to establish gender differences in the time spent on playing digital games, the preferred platform, the most popular digital games amongst males and female students, and the preferred game genre. The results are interpreted from neurocognitve and psychosocial perspectives. Suggestions are made for possible integration of digital games in learning. 相似文献
20.
Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3- to 5-year-old gender diverse participants (N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender. 相似文献