The relationship of gender, time orientation, and achieving self-regulated learning

Authors

  • Honorio Salmerón Pérez UNIVERSIDAD DE GRANADA
  • Calixto Gutiérrez Braojos UNIVERSIDAD DE GRANADA
  • Sonia Rodríguez Fernández Universidad de Granada
DOI: https://doi.org/10.6018/rie.35.2.273141
Keywords: time orientation, achievement goals, gender, self-regulated learning

Abstract

The present study has three objectives: i) to test a theoretical model of academic achievement modulated by self-regulated learning; ii) to analyze significant differences between self-regulated learning means and time patterns depending on the gender of the participants; and iii) to identify self-regulated learning profiles toward academic achievement based on gender. The data were obtained from a sample of 192 university students in education degrees who were administered three instruments: a Future Time Orientation subscale by Zimbardo and Boyd, (1999); the 2x2 Achievement Goals Scale by Elliot and McGregor (2001), and a Learning Regulation subscale by Vermunt (1998). In addition, they answered a question about their mean grade point average up to that point in the academic degree studied. The results indicate a significant and positive relationship between the future time orientation, approach goals, and external regulation strategies. Significantly higher scores are observed in women than in men on key academic performance variables, although the effect size was not large. The gender differences are exclusively quantitative. In both groups, the characteristics of the learner profiles are somewhat similar, with no important differences observed for the gender condition. In general, avoidance goals and external regulation strategies can lead to success in academic achievement, as long as they are accompanied by a future orientation, internal regulation, and approach goals.

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Author Biographies

Honorio Salmerón Pérez, UNIVERSIDAD DE GRANADA

Catedrático del Departamento de Métodos de Investigación y Diagnóstico en educación

Calixto Gutiérrez Braojos, UNIVERSIDAD DE GRANADA

Profesor Contratado Doctor del Departamento de Métodos de Investigación y Diagnóstico en Educación

Sonia Rodríguez Fernández, Universidad de Granada

Profesora Contratada Doctora del Departamento de Métodos de Investigación y Diagnóstico en Educación

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Published
07-07-2017
How to Cite
Salmerón Pérez, H., Gutiérrez Braojos, C., & Rodríguez Fernández, S. (2017). The relationship of gender, time orientation, and achieving self-regulated learning. Journal of Educational Research, 35(2), 353–369. https://doi.org/10.6018/rie.35.2.273141
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