Gender differences on students’ self-regulated learning in mathematics

Abstract

Self-regulated learning (SRL) is a process carried out by students on their awareness in formulating goals, determining strategies, motivating and monitoring themselves in learning and evaluating the results of their learning. This study aims to describe the SRL of junior high school students in learning mathematics from gender differences. The method used in this research is quantitative descriptive. The study was conducted at SMPN 1 Pecangaan. The sample used was 73 8th-grade students, consisting of 35 male students and 38 female students. The data were retrieved by using a questionnaire with Likert scale. The results of this study indicated that there were differences in SRL between male and female students in learning mathematics based on independent t-test (0.001< 0.05). Female students were superior in each indicator of all aspects of SRL, namely metacognition, motivation, and active involvement in learning activities. It can be concluded that female students have better SRL in learning mathematics compared to male students.

Psychological Capital and Academic Procrastination: The Mediating Role of Self-Regulated Learning among College Students

“…However, this research aligns with other studies that found no gender-based differentiation in academic procrastination (Astuti et al, 2021;Gohil, 2014). Some studies have suggested that females exhibit higher levels of self-regulation, a factor that predicts academic procrastination, compared to males (Liu et al, 2021;Rohman et al, 2020). Nevertheless, no significant difference in the level of selfregulated learning was observed between male and female students in this study.…”

The Key Connection Between the Elements of Self-Regulated Learning (SRL) and Mathematics Performance: Literature Review

“…In a 9-week intervention with mathematics students in grade 4-6, it was found that there are positive effects from the use of rubrics in selfassessment and peer assessment on the students' self-efficacy and SRL behaviour (Granberg et al, 2021). Students who have strong levels of self-efficacy, self-attribution, and intrinsic task interest are motivated in SRL (Rohman et al, 2020).…”

“…Planning, goal-setting, organising, keeping track of oneself and self-evaluation at various stages throughout the acquisition process are all examples of SRL in the context of metacognitive processes. These procedures enable them to approach learning in a self-aware, informed, and aggressive manner (Rohman et al, 2020). Research demonstrates that students lack awareness of cognitive learning strategies, which limits the use of metacognition during self-study since students sometimes do not use the most effective study techniques (Alten et al, 2020).…”

“…In the 21 st century, the industrial world requires Higher Order Thinking Skills (HOTS) which are required to succeed in mathematics as well. According to Zimmerman, in general, metacognition, motivation, and active behaviour in their learning are the three key components of SRL (Rohman et al, 2020). The SRL for metacognitive processes consists of planning, goal-setting, organising, monitoring, and self-reflection at various stages of the acquisition process.…”

“…Students are educated and provided with a variety of abilities via learning. One crucial subject to learn is mathematics, which teaches and accustoms pupils to be logical, critical, methodical, effective, and efficient in problem-solving (Rohman et al, 2020). This conceptual paper aims to give a review on the elements of SRL.…”