Gender, Self-directed Learning and Academic Performance among Student Teachers
Keywords:
Self-instruction, male, female, academic achievement, teacher education, graduated student, educationAbstract
The objective of this study is to identify the possible relationships that might exist between gender, academic performance and the use of self-directed learning skills. The sample was comprised of 404 students who are enrolled in education programs at a Chilean university. A scale based on Garrison’s model was used to measure capacity for self-directed learning in three dimensions: self-direction, motivation and self-monitoring. Academic performance was calculated based on cumulative grade point averages (CGA). The results show gender differences in self-direction and self-monitoring in favor of women. Differences in self-directed learning according to academic major and years of study were observed as well.
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