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A multilevel meta‐analysis of gender differences in learning orientations
Author(s) -
Severiens Sabine,
Dam Geert
Publication year - 1998
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1998.tb01315.x
Subject(s) - psychology , context (archaeology) , meta analysis , developmental psychology , multilevel model , orientation (vector space) , variety (cybernetics) , variation (astronomy) , social psychology , statistics , medicine , paleontology , physics , geometry , mathematics , astrophysics , biology
Background . Reviewing gender differences in learning processes does not result in a clear and coherent picture of the magnitude and direction of gender differences (Severiens & ten Dam, 1994). The results not only differ on several dimensions but at times they are actually contradictory. Aims . The aim of the present study is to obtain a more coherent picture of gender differences in learning orientations. Samples . To provide this picture, a meta‐analysis was performed on 22 studies which investigate gender differences in learning orientations. The studies used Entwistle's Approaches to Studying Inventory, and were conducted in a variety of higher education settings. Methods . The results of these studies were analysed in a multilevel approach with two levels: the respondents are nested within studies. Results . Results show significant mean gender differences on the Reproduction Orientation (women score higher), and on the Non‐academic Orientation (men score higher). Furthermore, gender differences appeared on 11 of 16 scales (e.g., relating ideas, operational learning, fear of failure, negative attitude to studying, extrinsic motivation). The effect scores of 10 of 16 scales of the ASI are heterogeneous. The observed variation in gender differences across studies could not be explained by the small number of available study characteristics. Conclusions . More research is needed which explores factors in the educational context ‘responsible’ for the magnitude and direction of gender differences in learning orientations.