The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations |
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| Authors: | Brown Scott W Boyer Mark A Mayall Hayley J Johnson Paula R Meng Lin Butler Michael J Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally |
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| Institution: | (1) Department of Educational Psychology, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269-2064, USA (author for correspondence;(2) College of Liberal and Fine Arts, University of Texas at San Antonio, 6900 N. Loop 1604 W, San Antonio, TX 78249, USA |
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| Abstract: | The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. |
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| Keywords: | cognition learning |
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