Diferencias de género en la orientación de aprendizaje y de resultado
- De la Fuente, C. 1
- Fernández-Marcos, T. 1
- Santacreu, J. 1
- Quiroga, MªÁngeles 1
- 1 Departamento de Psicología Biológica y de la Salud, Universidad Autónoma de Madrid, Madrid, España
- Castejón Costa, Juan Luis (coord.)
Publisher: [Madrid] : Asociación Científica de Psicología y Educación (ACIPE), 2016
ISBN: 978-84-608-8714-0
Year of publication: 2016
Pages: 2743-2749
Congress: Congreso Internacional de Psicología y Educación (8. 2016. Alicante)
Type: Conference paper
Abstract
Goal Theory indicates the existence of two learning strategies and motivational goals: the performance-focused goals and learning-focused goals. The first one is usually associated with the aim of achieving immediate and good results while the second one is associates with deep and long-range comprehension. Some studies show that men, compared with women, tend to develop performance performance-focused goals. The Categories Learning Test (CLT), a test of attention and learning, discriminates these two patterns in children when solving a task. We evaluated 502 schoolchildren of 6-12 years by CLT. The results confirm the existence of both profiles, although not shown gender differences. It argues that these differences may arise later in development due to learning and socialization. Teaching adaptive goals and strategies can be very beneficial for school children.