Resumo

PARRA, Joel; CERDA, Cristian; LOPEZ-VARGAS, Omar  e  SAIZ, José L.. Gender, Self-directed Learning and Academic Performance among Student Teachers. educ.educ. [online]. 2014, vol.17, n.1, pp.91-107. ISSN 0123-1294.  https://doi.org/10.5294/edu.2014.17.1.5.

The objective of this study is to identify the possible relationships that might exist between gender, academic performance and the use of self-directed learning skills. The sample was comprised of 404 students who are enrolled in education programs at a Chilean university. A scale based on Garrison's model was used to measure capacity for self-directed learning in three dimensions: self-direction, motivation and self-monitoring. Academic performance was calculated based on cumulative grade point averages (CGA). The results show gender differences in self-direction and self-monitoring in favor of women. Differences in self-directed learning according to academic major and years of study were observed as well.

Palavras-chave : Self-instruction; male; female; academic achievement; teacher education; graduated student; education.

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