The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning

We investigated whether there were gender differences in associations betwe en males' and females' mastery and extrinsic goal orientations and measures of self-regulated learning (self-efficacy, cognitive, and regulatory strat egies) and performance. Survey data from 445 seventh- and eighth-grade stud ents at both the beginning and end of the year indicated that males were mo re extrinsically oriented than females, whereas females reported greater us e of cognitive strategies than males. Regression analyses indicated that fo r males an extrinsic goal orientation at the beginning of the year was rela ted to decreased self-efficacy, less use of regulatory and cognitive strate gies, and decreased performance at the end of the year. Females' extrinsic orientation did not affect any of those outcomes. Females' mastery orientat ion at the beginning of the year predicted increased self-efficacy, and inc reased use of regulatory and cognitive strategies at the end of the year. T here were no positive effects over time for males holding a mastery orienta tion.