Regulatory strategy use and classroom grades showed no subject-area differences, though females received higher grades than males¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Neither subject area, gender, nor their interaction significantly predicted regulatory strategy use, contrary to the authors' hypotheses. → Wolters 1998 q2 i? Grades showed no subject area effect or interaction, but females received higher grades than males across all subject areas. → Wolters 1998 (2)

Evidence¶

Wolters 1998¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Repeated measures ANOVA in the 545-student survey found that regulatory strategy use "all failed to reach significance" for subject area, gender, and interaction; both genders reported similar regulatory strategy use across all three subjects.

"the main effects of subject area,F(2,542) = 0.65, p /n3e 0.10, and gender, F(1,543) = 0.12, p /n3e 0.10, and the subject area by gender interaction,F(2,542) = 2.62, p /n3e 0.05, all failed to reach significance"

Wolters 1998 (2)¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Analyses of teacher-reported grades (standardized within teachers) found no subject area effect (F(2,542) = 0.08) and no interaction, but "females received higher grades than males" across all subject areas.

"there was a significant main effect of gender, F(1,543) = 6.50, p /n3c 0.05. On average, across all subject areas, females received higher grades than males"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Cognitive strategy use was highest in social studies and lowest in mathematics, and females reported more use than males — related
• The relations among motivational, strategy use, and performance constructs were similar across mathematics, English, and social studies — related
• Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects — related
• Test anxiety was highest in social studies and lowest in English, with the pattern differing by gender — related
• Male gender predicted lower grades, moderated by cohort — reports the opposite