Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-25T01:36:05.523Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning to Learn: How 4th and 5th Grade Boys and Girls Differ

Published online by Cambridge University Press:  29 October 2015

Alexander Seeshing Yeung ,
Rachel Yuk Hung Hon  and
Dennis M. Mclnerney
Alexander Seeshing Yeung*
Affiliation:
University of Western Sydney
Rachel Yuk Hung Hon
Affiliation:
Maryknoll Convent School, Hong Kong
Dennis M. Mclnerney
Affiliation:
CRPP, National Institute of Education, Singapore
*
Centre for Educational Research, University of Western Sydney, Email:[email protected]
Get access

Abstract

From 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 4th grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students’ learning-to-learn capabilities and particularly to encourage boys to read.

Keywords

learning to learnreading to learnself-managementdesire for knowledgeacademic self-conceptgoal orientation
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 24 , Issue 2 , 2007 , pp. 69 - 90
Copyright
Copyright © Australian Psychological Society 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderman, E.M., Maehr, M.L. & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32 (3), 131–147.Google Scholar
Andreou, E., Andreou, G., & Vlachos, F. (2005). Studying orientations and performance on verbal fluency tasks in a second language. Learning and Individual Differences, 15, 23–33.Google Scholar
Braten, I., & Olaussen, B.S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30, 359–396.CrossRefGoogle Scholar
Brown, R., & McCartney, S. (2004). The development of capability: The content of potential and the potential of content. Education & Training, 46(1), 7–10.CrossRefGoogle Scholar
Burkhalter, B. (2000). Pathways to success: Bridging the gap between high school and college composition. Research and Teaching in Developmental Education, 16, 113–117.Google Scholar
Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.Google Scholar
Chapman, J.W., & Tunmer, W.E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279–291.CrossRefGoogle ScholarPubMed
Chipman, K., & Kimura, D. (1998). An investigation of sex differences on incidental memory for verbal and pictorial material. Learning and Individual Differences, 259–272.CrossRefGoogle Scholar
Choi, J., & L’Hirondelle, N. (2005). Object location memory: A direct test of the verbal memory hypothesis. Learning and Individual Differences, 15, 237–245.CrossRefGoogle Scholar
Cropley, A.J., & Urban, K.K. (2000). Programs and strategies for nurturing creativity. In Heller, K.A. & Monks, F.J. (Eds.), International handbook of giftedness and talent (2nd ed.) (pp. 331–561). Corvallis, OR: Oregon State University.Google Scholar
Curriculum Development Council, Hong Kong (2001). Learning to learn: Life-long learning and whole-person development. Hong Kong: Printing Department.Google Scholar
Department of Education, Science and Technology 2003). The education of boys. (http://www.dest.gov.au/schools/boyseducation).Google Scholar
Drottz Sjoberg, B.M. (1989). Interest in science education and research: A study of graduate students. Goteborg Psychological Reports, 29(4), 33.Google Scholar
Dweck, C.S. (1989). Motivation. In Lesgold, A. & Glaser, R. (Eds.), Foundations for a psychology of education (pp. 87–136). Hillsdale, NJ: Erlbaum.Google Scholar
Education Commission, Hong Kong (2000). Education blueprint for the 21st century: Learning for life, learning through life-Reform proposals for the education system in Hong Kong. Hong Kong: Printing Department.Google Scholar
Foster, J.J. (2001). Data analysis using SPSS for windows version 8 to 10. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Giorgis, C., & Johnson, N.J. (2001). Creativity. Reading Teacher, 54, 632–640.Google Scholar
Goertz, J. (2000). Creativity: An essential component for effective leadership in today’s schools. Roeper Review, 22(3), 158–162.CrossRefGoogle Scholar
Greene, B.A., & DeBacker, T.K. (2004). Gender and orientations toward the future: Links to motivation. Educational Psychology Review, 16(2), 91–120.CrossRefGoogle Scholar
Hau, K.T. (2001). Judicial review of sexual discrimination in Hong Kong secondary school place allocation. Hong Kong Journal of Social Sciences, 20, Autumn, p.57–85.Google Scholar
Hopkins, D., Youngman, M., Harris, A., & Wordsworth, J. (2000). Evaluation of the initial effects and implementation of success for all in England. Journal of Research in Reading, 22, 257–70.CrossRefGoogle Scholar
Howard-Jones, P.A; Taylor, J.R., Sutton, L. (2002). The effect of play on the creativity of young children during subsequent activity. Early Child Development & Care, 272(4), 323–328.CrossRefGoogle Scholar
Jacobs, J.C. (1972). Teacher attitude toward gifted children. Gifted Child Quarterly, 26(1), 23–26.CrossRefGoogle Scholar
Joreskog, K.G., & Sorbom, D. (1988). LISREL 7: A guide to the program and application. Chicago: SPSS, Inc.Google Scholar
Joreskog, K.G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language. Chicago: Scientific Software International.Google Scholar
Joy, S. (2001). The need to be different predicts divergent production: Toward a social learning model of originality. Journal of Creative Behavior, 35, 51–64.CrossRefGoogle Scholar
Kinley, S. (2001). The door to creativity: rediscovering imagination. Teaching Theatre, 22(2), 8–12.Google Scholar
Kurita, J.A. & Zarbatany, L. (1991). Teachers’ acceptance of strategies for increasing students’ achievement motivation. Contemporary Educational Psychology, 16, 241–253.CrossRefGoogle Scholar
Kurkjian, C., & Livingston, N. (2005). Learning to read and reading to learn: Informational series books. The reading teacher, 58, 592–600.CrossRefGoogle Scholar
Kusa, D. (1999). Creativity and conformity: Quality and polarity between the two. Studia Psychologica, 41, 337–339.Google Scholar
MacIntyre, P.D., Baker, S.C., Clement, R., & Donovan, L. (2003). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 53(Supp 1), 137–166.CrossRefGoogle Scholar
Marsh, H.W. (1992). Self-Description Questionnaire II: Manual. New South Wales, Australia: University of Western Sydney, Macarthur, Faculty of Education, Publication Unit.Google Scholar
Marsh, H.W., Balla, J.R., & Hau, K.T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical process: In Marcoulides, G.A. & Schumacker, R.E. (Eds.), Advanced structural equation modeling techniques. Hillsdale, NJ: Erlbaum.Google Scholar
Marsh, H.W., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill-Palmer Quarterly, 45, 567–601.Google Scholar
Marsh, H.W., Hau, K-T., Artelt, C., Baumert, J., & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311–360.CrossRefGoogle Scholar
Marsh, H.W., & Koller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of East and West German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology, 29, 264–282.CrossRefGoogle Scholar
Marsh, H.W., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416.CrossRefGoogle ScholarPubMed
Marsh, H.W., & Yeung, A.S. (1997a). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41–54.CrossRefGoogle Scholar
Marsh, H.W., & Yeung, A.S. (1997b). Coursework selection: The effects of self-concept and achievement. American Educational Research Journal, 34, 691–720.CrossRefGoogle Scholar
Marsh, H.W., & Yeung, A.S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35, 705–738.CrossRefGoogle Scholar
Martin, A.I. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56(3), 133–146.CrossRefGoogle Scholar
McInerney, D.M., Marsh, H.W., & Yeung, A.S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335–357.Google Scholar
McInerney, D.M., Roche, L.A., McInerney, V., & Marsh, H.W. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal, 34, 207–236.CrossRefGoogle Scholar
McInerney, D.M., Yeung, A.S., McInerney, V. (2001). Cross-cultural validation of the Inventory of School Motivation (ISM): Motivation orientations of Navajo and Anglo students. Journal of Applied Measurement, 2, 135–153.Google ScholarPubMed
Midgley, C., & Edelin, K.C. (1998). Middle school reform and early adolescent well-being: The good news and the bad. Educational Psychologist, 33,195–206.CrossRefGoogle Scholar
Miriam, A. (2004). Reading to Learn: Effects of combined strategy instruction on high school students. Journal of Educational Research, 97(4), 171.Google Scholar
Monastra, V.J. (2005). Parenting children with ADHD: 10 lessons that medicine cannot teach. Washington, DC: American Psychological Association.Google Scholar
Morse, D.T., Morse, L.W., & Johns, G.A. (2001). Do times press, stimulus, and creative prompt influence the divergent production of undergraduates students? Yes, yes, and no, not very much. Journal of Creative Behavior, 35,102–114.CrossRefGoogle Scholar
Moyle, K. (2004, November). Just how far have we come? A retrospective on girls’ education and an analysis of the present situation. Paper presented at the annual conference of the Australian Association for Research in Education, Melbourne.Google Scholar
Murphy, P.K., & Alexander, P.A. (2000) A motivated exploration of motivation terminology. Contemporary Educational Psychology, 26, 3–33CrossRefGoogle Scholar
Nuissl, E. (2001). Learning to learn: Preparing adults for lifelong learning. Lifelong Learning in Europe, 6, 26–31.Google Scholar
Nurmi, J.E., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15(2), 103–122.CrossRefGoogle Scholar
Petricic, G.E. (1999). “Ghosts in academe”: A qualitative study of perceptions and experiences of doctoral students. Dissertation Abstracts International Section A: Humanities & Social Sciences, 60(1–A), 79.Google Scholar
Pintrich, P.R., & Maehr, M.L. (1995) (Eds.), Advances in motivation and achievement. Vol. 9. Greenwich, CT: JAI.Google Scholar
Rawson, M. (2000). Learning to learn: More than a skill set. Studies in Higher Education, 25, 225–238.CrossRefGoogle Scholar
Runco, M.A. (2001). Identifying and fulfilling creative potential. Understanding Our Gifted, 23(4), 22–23.Google Scholar
Skaalvik, E.M., & Valas, H., (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. Journal of Experimental Education, 67, 135–146.CrossRefGoogle Scholar
Spaulding, C.L. (1992). Motivation in the classroom. New York: McGraw Hill.Google Scholar
Spinath, B., & Spinath, F.M. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and instruction, 15(2), 87–102.CrossRefGoogle Scholar
Stokes, P.D. (2001). Variability, constraints, and creativity: Shedding light on Claude Monet. American Psychologist, 56, 355–359.CrossRefGoogle ScholarPubMed
Tsang, W.K. (1992). The class structure in Hong Kong. Hong Kong Institute of Asia-Pacific Studies, the Chinese University of Hong Kong, Hong Kong.Google Scholar
Watkins, D., & Dong, Q. (1997). Age and gender differences in the self-esteem of Chinese children. Journal of Social Psychology, 137, 374–380.CrossRefGoogle ScholarPubMed
Wentzel, K.R. (1998). Social relationships and motivation in middle schools: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202–209.CrossRefGoogle Scholar
Westhaver, M. (2003). Learning to learn: The best strategy for overall student achievement. T.H.E. Journal, 30(11), 46.Google Scholar
Widaman, K.F., MacMillan, D.L., Hemsley, R.E., Little, T.D., & Balow, I.H. (1992). Differences in adolescents’ self-concept as a function of academic level, ethnicity, and gender. American Journal on Mental Retardation, 96, 387–403.Google ScholarPubMed
Yeung, A.S., Chow, A.P.Y., & Chow, P.C.W. (2005). Creativity of the disaffected gifted. International Education Journal, 6(2), 281–289.Google Scholar
Yeung, A.S., & McInerney, D.M. (2005). Students’ school motivation and aspiration over high school years. Educational Psychology, 25(5), 537–554.Google Scholar
Yun, D.D. (2001). A comparison of gender differences in academic self-concept and motivation between high-ability and average Chinese adolescents. Journal of Secondary Gifted Education, 13, 22–33.Google Scholar