Male Academic Performance in College: The Possible Role of Study Strategies
Department or Administrative Unit
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.
Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), 227–241. https://doi.org/10.1037/a0022247
Psychology of Men & Masculinity
© 2011 American Psychological Association