Constructed gender, approach to learning and academic performance
作者： Brenda Paver , Elizabeth Gammie
DOI: 10.1080/06939280500347142
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摘要: Abstract This paper examines the relationship between constructed gender, approach to learning and academic performance for 121 final year students at Robert Gordon University in Scotland. Data was collected from two cohorts of students, namely Accounting Finance Business students. Constructed gender (gender identity) measured using Bem Sex Role Inventory (Bem, 1974, Journal Consulting Clinical Psychology, 42(2), pp. 155–162) Revised Approaches Studying (Entwistle Tait, 1995, The Inventory, Centre Research on Learning Instruction, Edinburgh: Edinburgh). results found that neither biological nor related performance. In respect approaches learning, findings were similar gender. Female scored highly surface this case student...
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