Gender differences in approaches to learning in first year psychology students

This paper investigates gender differences in students' approaches to learning in higher education. Previous studies have found some evidence for gender differences, but interpretation of these findings has been problematic given a range of methodological limitations including poor response rates and the inappropriate use of univariate statistical analyses. The Study Process Questionnaire (Biggs, 1987) and the abbreviated Approaches to Study Inventory (Entwistle, 1981) were both administered to two samples of first year psychology students. Response rates of 98 per cent and 61 per cent were achieved, and results were analysed using multivariate procedures. No gender differences were found on the equivalent deep, surface or achieving scales with either instrument. Significant correlations between the deep, surface and achieving scales of the SPQ and ASI were found, Suggesting that both are measuring similar constructs.