Gender differences in the correlates of academic achievement among university students

Purpose: Prior research has highlighted gender differences in academic motivational attributes, and how these predict academic achievement for each gender, however, a vast amount of inconsistency exists amongst such literature. The main purpose of the present study was to examine the predictive value of academic motivation (achievement goal, leaning goal, performance goal, self-efficacy, and active learning strategies) and study time in explaining academic achievement amongst male and female students.

Design/methodology/approach: Cross-sectional survey design was applied. Participants were sampled opportunistically, and consisted of final year undergraduate students, including both males (n = 126) and females (n = 189) attending various courses at a UK university.

Findings: Multiple regression analysis carried out for each gender revealed that study time, active learning strategies, performance goal, and self-efficacy were significant predictors of achievement for males, whereas self-efficacy was the only significant predictor of achievement for females.

Originality/value: These findings offer practical implications in terms of methods employed by educators to enhance academic achievement. Such implications highlight the importance of the development of self-efficacy in both genders and propose methods in which universities can enhance motivation in male and female students. Recommendations for future research are also made.