Exploring the Source of Self-Regulated Learning: The Influence of Internal and External Comparisons

Journal of Instructional Psychology,  March, 2000  by Janice Williams Miller

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Gender pattern differences were then assessed with two analyses of variance; with gender as a between variable and SRL and achievement serving as respective repeated measures. Significant interaction effects in both analyses revealed that English and mathematics achievement (F (1,290) = 21.44; p [is less than] .001) and self-regulated learning scores (F (1,290) = 11.92; p [is less than] .001) depended on gender. Although males and females did not differ with respect to mathematics achievement or math SRL, females scored significantly higher than males in both English achievement and English SRL (see means provided in Table 1). Based upon this finding of gender variance, separate exploratory path analyses were conducted with the female (N = 170) and male (N = 122) subsamples. All correlations and coefficients among the variables were consistent with the full sample parameters, with the exception of one estimate. Whereas the effect of achievement on SRL in English was positive and significant for females ((= .288; p = .001), this effect was positive but lower for males ((= .194; p = .051).

Table 1 Domain-Specific Achievement and Self-Regulated Learning Descriptive Data by Gender

                         Female (N = 170)    Male (N = 122)

                                 Standard            Standard
                         Mean    Deviation   Mean    Deviation

Math Achievement         11.38      4.58     11.53      5.19
Math Self-Regulated
  Learning               51.38     13.79     51.70     12.96
English Achievement      27.81      6.83     24.43      7.15
English Self-Regulated
  Learning               56.75     10.19     51.30      9.85

Discussion

This study examined self and referential processes underlying the development of self-regulated learning capability perceptions. Overall, use of referential or external comparisons appeared to be relatively stronger than use of the internal process among these students. Further, the dominant use of external comparison remained invariant across gender. One possible explanation for the limited use of the internal frame of reference could be the increased reliance on peer contact and comparison that typically occurs during adolescence (Felson & Reed, 1986). The strong positive association between the two self-regulatory components may also indicate that the majority of these college-bound adolescents perceived themselves as having nearly equal capabilities in the two content domains.

Studies utilizing measures paralleling Bandura's capability perceptions have produced similar conclusions with respect to gender. For example, Skaalvik (1990) measured self-esteem as success expectation on defined academic problems. The current study corroborates her finding of non-significant gender differences in mathematics with females experiencing substantially higher levels of achievement and perceptions of self in English. When Skaalvik and Rankin (1990) further assessed perceived expectation of success, the math and verbal ability dimensions were highly correlated. Taken together, these findings support Bandura's (1986) contention that self-concept and perceived ability represent different phenomena and should not be confused.