Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Abstract

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

Predicting Coping With Self-Regulated Distance Learning in Times of COVID-19: Evidence From a Longitudinal Study

“…With respect to gender differences, female students were found to show higher learning engagement and to receive more support from teachers than male students (Korlat et al, 2021). This finding correlates with results from previous studies, which indicate that, in general, girls are more proficient at self-regulated learning than boys (Perry et al, 2018).…”

The Effect of Educational Intervention on the Improvement of Nontechnical Skills in Circulating Nurses

“…This result could also be attributed to the fact that females tend to have a higher motivation for learning and 5 BioMed Research International breaking the cycle of possible gender inequalities. Another study also concluded that learning engagement was higher in females than in males [57]. Moreover, the present study findings revealed that the educational intervention was significantly more effective among the circulating nurses with Bachelor's degrees in comparison to those with Associate degrees.…”

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

“…In addition, the structure of online learning environments has a clear influence on students’ readiness to join online study ( Mäenpää et al, 2020 ). When there is a transition from face-to-face to online learning, females might adjust their methods and be more adaptable to the new learning environment ( Korlat et al, 2021 ). Du’s (2016) study discovered that males have less tendency to structure their study environment.…”

“…Particularly, Song and Li (2020) indicated that females do better than males at seeking help online when they are supported by such online tools as search engines, emails, or question and answer forums. Females are also more likely than boys to reach out to their teachers during the COVID-19 lockdown and to develop better relationships with their teachers ( Korlat et al, 2021 ). Learning relies heavily on interaction between students and teachers ( Taylor et al, 2007 ), especially in the context of an epidemic.…”