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Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.
I propose that the rising number of dualearner couples in the United States impacts the trend toward declining residential mobility and rising commute times. I describe these mobility trends in the United States, first relocation trends and then daily commuting trends. My research views the commute as the bridge in time and space between home and work that a) reflects couples' negotiation of preferences, relative job importance, barriers, and opportunities; b) has consequences for family functioning, c) reflects gender differences in the ways time and place are organized, and d) varies across the life course, by race, class, and region. I describe differences in family type and family functioning based on the commuting pattern and suggest a course of future comparative research that may improve awareness of how families and couples handle labor market demands, what structures shape the picture of couples mobility, and how nation-specific circumstances orient couples toward certain kinds of mobility and away from others.