Abstract
Gender differences in learning strategies and styles. This study highlights some limitations of research into gender differences in learning strategies and styles (LSS) and these differences are analysed in relation to some contextual variables. 991 university students took 4 tests (LASSI, ILP, ASI and LSQ). Data obtained were subjected to a 2 x 3 x 2 MANOVA (gender-discipline-year) analysis which r evealed statistically significant effects for both these factors and gender x discipline interaction. Results of the discriminant analyses for each level of the discipline factor lead to two conclusions. First, LSS that differenciate between men and women (self-testing, relating ideas, etc.) were related to the type of discipline studied. Second, in all disciplines (pure sciences, social sciences, arts) female students showed more fear of failure. In all disciplines except arts, male students showed more ne gative attitudes towards academic study.
