Compares different achievement motivation patterns of female and male college students. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess motivational orientations as they relate to the use of various learning strategies. Results seem to suggest the effective use of learning strategies is associated with increased grade point average, although it does not seem related to college admissions test scores. Female college students in this study expressed greater use of cognitive, metacognitive, and resource management learning strategies and had significantly higher grade point averages than did males. Both genders seemed motivated to do well, however the increased anxiety and concern with academic failure experienced by males may be the result of an overall deficit in knowledge and/or skills necessary to effectively utilize learning strategies.

Keywords

• Learning Strategies
• College students
• Gender
• GPA

(Virtual Presentation, English)