The exploratory research aims to examine whether males and females have a different way of learning, managing and directing themselves in the study. It also aims to encourage the planning of individualised pathways and the attention to gender differences at school, through the administering of self-assessment tools and the strengthening of reflective processes on cognitive, affective-motivational and temporal factors that are the basis of learning success. For this purpose, the work involved 772 high school students (404 boys and 368 girls between 14 and 18 years; age M 15; DEV.ST. 1.43) in a self-assessment and self-reflection pathway on strategic skills based on administering of the «Questionnaire on Learning Strategies» (Pellerey and Orio, 1996) and the «Zimbardo Time Perspective Inventory» (Zimbardo and Boyd, 1999). In line with other scientific researches, results show some gender differences in the perception of cognitive, emotional and motivational factors: for example, although girls describe themselves as more anxious and emotional than boys, they manage their homework better, unlike guys, who show more emotional self-control but can’t organize the study.

Rossi, F. (2021). Differenze di genere nelle strategie di apprendimento e nella prospettiva temporale: una ricerca esplorativa nella scuola secondaria di secondo grado. ORIENTAMENTI PEDAGOGICI, 68(2), 71-92.

Differenze di genere nelle strategie di apprendimento e nella prospettiva temporale: una ricerca esplorativa nella scuola secondaria di secondo grado

Francesca Rossi
2021

Abstract

The exploratory research aims to examine whether males and females have a different way of learning, managing and directing themselves in the study. It also aims to encourage the planning of individualised pathways and the attention to gender differences at school, through the administering of self-assessment tools and the strengthening of reflective processes on cognitive, affective-motivational and temporal factors that are the basis of learning success. For this purpose, the work involved 772 high school students (404 boys and 368 girls between 14 and 18 years; age M 15; DEV.ST. 1.43) in a self-assessment and self-reflection pathway on strategic skills based on administering of the «Questionnaire on Learning Strategies» (Pellerey and Orio, 1996) and the «Zimbardo Time Perspective Inventory» (Zimbardo and Boyd, 1999). In line with other scientific researches, results show some gender differences in the perception of cognitive, emotional and motivational factors: for example, although girls describe themselves as more anxious and emotional than boys, they manage their homework better, unlike guys, who show more emotional self-control but can’t organize the study.
Rossi, F. (2021). Differenze di genere nelle strategie di apprendimento e nella prospettiva temporale: una ricerca esplorativa nella scuola secondaria di secondo grado. ORIENTAMENTI PEDAGOGICI, 68(2), 71-92.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11590/385826
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