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Peer reviewedSeveriens, Sabine E.; Ten Dam, Geert T. N. – Higher Education, 1994
Research since 1980 on gender and learning styles of students over age 18 is reviewed for commonalities in theory and research methodology. In addition, a quantitative meta-analysis was undertaken on two measures of learning style and study behavior to determine the direction and magnitude of gender differences in various samples. (Author/MSE)
Descriptors: Adult Learning, Cognitive Style, Comparative Analysis, Females
Peer reviewedRichardson, John T. E. – Studies in Higher Education, 1993
The Approaches to Studying Inventory (ASI) measures orientations to learning in higher education. Two studies used different forms of the ASI to investigate possible gender variation in approaches to studying. No consistent evidence of significant difference between men and women on individual items, subscales, or learning orientations was found.…
Descriptors: College Students, Females, Higher Education, Learning Strategies
Peer reviewedMeyer, J. H. F. – Higher Education, 1995
A survey of university freshmen investigated structural gender differences in learning behavior, based on recollections and report of science study in the final year of secondary school. It is concluded that the differences that emerged are only partially interpretable as classic deep or strategic structures and that gender-sensitive sources of…
Descriptors: College Freshmen, Comparative Analysis, Females, High School Seniors
Peer reviewedMeyer, J. H. F; And Others – Higher Education, 1994
A study found systematic, structural gender differences between male (n=266) and female (n=144) college students in perceptions of and approaches to learning. It is argued that gender variation in study behavior is an important but often neglected source of variation in student learning that can and should be managed by educators. (Author/MSE)
Descriptors: Academic Achievement, Cognitive Style, College Students, Comparative Analysis
Peer reviewedVan Rossum, E. J.; Schenk, Simone M. – British Journal of Educational Psychology, 1984
Discusses methodology and results of a study which uses the distinction between deep-level and surface-level approach, to examine the way first-year psychology students tackle studying of a text, and extent to which these study strategies are related to student views on learning conceptions and the quality of learning outcome. (MBR)
Descriptors: Cognitive Style, College Students, Data Analysis, Educational Research
Peer reviewedHayes, Kay; Richardson, John T. E. – Studies in Higher Education, 1995
Approaches to studying were measured in male and female students taking arts and sciences degrees at three British colleges. Students taking science courses had greater reproduction orientation than those in arts courses. Females had greater meaning orientation in arts courses taken in a "female" learning environment, and when taking…
Descriptors: Art, Cognitive Style, College Environment, College Students
