Male Academic Performance in College: The Possible Role of Study Strategies

Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

4-2012

Abstract

There is growing concern among some commentators regarding the academic preparation and performance of male college students in the United States (Wilson, 2007). In this study, gender differences in approaches to learning and study strategies were examined in three samples of community college and university students (N = 650; 274 men, 376 women) utilizing two instruments. Significant multivariate effects for gender were found for both approaches to learning and study strategies. Women scored significantly higher than men did on Deep Approach, Achieving Approach, Motivation, Self-Testing, use of Study Aids, and Time Management. Effect sizes ranged from small to medium (Cohen, 1992). These findings may be indicative of the types of academics-related behaviors and attitudes with which college men may need to be remediated.

Comments

This article was originally published in Psychology of Men & Masculinity. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

Psychology of Men & Masculinity

Rights

© 2011 American Psychological Association

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