Rogue males? Approaches to study and academic performance of male psychology students
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This three-year longitudinal study explored the approach to study and academic performance of a group of male psychology undergraduates. In induction week, 112 new psychology students completed the survey. Later in the year, some of the males were interviewed in small groups. Performance was measured from marks at the end of Years 1 and 3. In Year 1, compared with their female contemporaries, male respondents had higher self-esteem (p<.01), expected higher marks (p<.001) and anticipated performing better than their peers (p<.05). In interviews, males described themselves as being less motivated and less organised than females, but did not consider this a problem. The only difference in marks showed males doing worse in coursework at Year 1 (p<.05). However, significantly more males failed to complete the course. These findings are set in the context of concerns about under achievement of males and discussed in relation to research into transition to university.
Psychology Teaching Review
Sanders, L., Sander, P. and Mercer, J. (2009) 'Rogue males? Approaches to study and academic performance of male psychology students', Psychology Teaching Review, 15(1), pp.3-17
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