This study was aimed at inquiring the relationships between conceptions of learning and academic outcomes in middle school students, also considering gender differences. Students' conceptions of learning were investigated in 136 participants by means of a self-report questionnaire and their academic outcomes were collected. General Linear Models were used to analyze the relationships among the variables. Conceptions of learning predicted the academic outcomes, even considering gender differences. Conceptions of learning as a ‘co-constructive and cultural process’ and as a ‘personal challenge, self-efficacy and personal growth’ were positively related to academic outcomes. Instead, a conception of learning as ‘reduction of a deficit through individual effort’ was a negative predictor. Furthermore, females showed a higher predictive association between a conception of learning as a ‘co-constructive and cultural process’ and academic outcomes, compared with this predictive association shown in males.

The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences / Pinto, Giuliana; Bigozzi, Lucia; Vettori, Giulia; Vezzani, Claudio. - In: LEARNING, CULTURE AND SOCIAL INTERACTION. - ISSN 2210-6561. - ELETTRONICO. - 16 (March 2018):(2018), pp. 45-54. [10.1016/j.lcsi.2017.11.001]

The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences

Pinto, Giuliana;Bigozzi, Lucia;Vettori, Giulia
;
Vezzani, Claudio
2018

Abstract

This study was aimed at inquiring the relationships between conceptions of learning and academic outcomes in middle school students, also considering gender differences. Students' conceptions of learning were investigated in 136 participants by means of a self-report questionnaire and their academic outcomes were collected. General Linear Models were used to analyze the relationships among the variables. Conceptions of learning predicted the academic outcomes, even considering gender differences. Conceptions of learning as a ‘co-constructive and cultural process’ and as a ‘personal challenge, self-efficacy and personal growth’ were positively related to academic outcomes. Instead, a conception of learning as ‘reduction of a deficit through individual effort’ was a negative predictor. Furthermore, females showed a higher predictive association between a conception of learning as a ‘co-constructive and cultural process’ and academic outcomes, compared with this predictive association shown in males.
2018
16 (March 2018)
45
54
Pinto, Giuliana; Bigozzi, Lucia; Vettori, Giulia; Vezzani, Claudio
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1104250
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