Gender, Self-Enhancement, and Self-Regulation of Learning Behaviors in Junior High School

Gender, Self-Enhancement, and Self-Regulation of Learning Behaviors in Junior High School Gender differences in level of self-enhancement and in relations between self-enhancement and self-regulation in 2 school subjects, math and English, were studied among Israeli junior high school students (N = 259). In English (a feminine subject) the gender groups did not differ on their self-enhancement, but in math (a masculine subject) boys revealed significantly higher self-enhancement than did girls. The same differences were found for self-regulation of learning behaviors. It was shown further that self-enhancement mediated the relations between gender and self-regulation of learning behaviors in math. The gender groups differed on the type of relations between self-enhancement and self-regulation of learning behaviors: self-enhancement was positively related to learning behaviors among girls in math, whereas it was negatively related to such behaviors among boys in English. The implications of these last findings for self-enhancement adaptiveness are discussed. Sex Roles Springer Journals

Gender, Self-Enhancement, and Self-Regulation of Learning Behaviors in Junior High School

Sex Roles , Volume 50 (10) – Oct 18, 2004

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Kluwer Academic Publishers-Plenum Publishers
Copyright © 2004 by Plenum Publishing Corporation
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
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