ERIC Number: EJ1350929
Record Type: Journal
Publication Date: 2022-Nov
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
The Relationship between Teacher's Gender and Deep Learning Strategy: The Mediating Role of Deep Learning Motivation
Song, Xin; Yang, Xiantong; Wang, Qiang; Su, Yu; Hong, Jon-Chao
Psychology in the Schools, v59 n11 p2251-2266 Nov 2022
Deep learning has gradually appeared in the field of teacher education research and is considered as an effective way to promote teacher professional development. To explore the relationship between teacher gender and deep learning strategies, as well as the mediating role of teachers' deep learning motivation, we conducted a questionnaire survey in this study on 429 valid teachers of different genders, ages and backgrounds. The results show that male teachers are more likely to adopt deep learning strategies and deep learning motivations than female teachers. Deep learning motivation is positively correlated with deep learning strategy while negatively correlated with superficial learning strategy. It can be seen that deep learning motivation plays a mediating role between teacher gender and deep learning strategies. These findings expand the understanding of teachers' learning and indicate that in professional development programs, we should pay more attention to the deep learning of female teachers, to help female teachers improve their deep learning motivation and deep learning strategies.
Descriptors: Sex, Gender Differences, Learning Motivation, Learning Strategies, Teacher Characteristics, Faculty Development
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A