GENDER DIFFERENCES IN APPROACHES TO LEARNING IN FIRST YEAR PSYCHOLOGYSTUDENTS

This paper investigates gender differences in students' approaches to learning in higher education. Previous studies have found some evidenc e for gender differences, but interpretation of these findings has bee n problematic given a range of methodological limitations including po or response rates and the inappropriate use of univariate statistical analyses. The Study Process Questionnaire (Biggs, 1987) and the abbrev iated Approaches to Study Inventory (Entwistle, 1981) were both admini stered to two samples of first year psychology students. Response rate s of 98 per cent and 61 per cent were achieved, and results were analy sed using multivariate procedures. No gender differences were found on the equivalent deep, surface or achieving scales with either instrume nt. Significant correlations between the deep, surface and achieving s cales of the SPQ and ASI were found, Suggesting that both are measurin g similar constructs.