GENDER DIFFERENCES IN SELF-REGULATED LEARNING: A COMPARATIVE ANALYSIS OF TASK ANALYSIS AND MOTIVATIONAL BELIEFS AMONG UNIVERSITY STUDENTS

Abstract

In this study gender differences to self-regulated learning (SRL) in university students were examined specifically in the forethought phase components of task analysis and motivational beliefs with particular regard for Zimmerman’s (2002) model. Data were collected from 600 students (346 male and 254 female) in public universities of Islamabad using a 30 item self developed questionnaire in quantitative approach. The results showed that there were large differences by gender for task analysis (t = 2.38, p = 0.01) such that females (M = 3.64) performed better than males (M = 3.42), suggesting a greater planning and goal setting ability. However, there was no significant difference in motivational beliefs (t = 1.18, p = 0.23) so that no significant difference was found in self efficacy and intrinsic motivation. The findings suggest that male students in particular need targeted interventions like structured time management training, while the fact that motivational strategies can be applied to all students is affirmed. This study contributes to the gap in Pakistani SRL literature by providing empirical evidence of gender specific SRL practices, suggesting practical guidelines for educators to promote equipollent beginners’ learning environments. However, in terms of limitations, one is restricted to sample from Islamabad … which will require future research beyond the confines of self report.

Keywords: Gender Differences, Self-Regulated Learning, Task Analysis, Motivational Beliefs