Johnson C, Engelhard G
Division of Educational Studies, Emory University, Atlanta, GA 30322.
J Psychol. 1992 Jul;126(4):385-92. doi: 10.1080/00223980.1992.10543371.
In this study, we investigated the relationships among gender, academic achievement, and student preferences for cooperative, competitive, and individualistic learning in a sample of 136 African-American adolescents enrolled in sixth and seventh grades in a school in Georgia. We used the Learning Preference Scale for Students (LPSS; Barnes, Owens, & Straton, 1978) to measure cooperative, competitive, and individualistic preferences. Three two-way ANOVAs (Gender x Academic Achievement) were conducted, in which the three learning preferences were the dependent variables. Gender had a significant effect on the preference for cooperative learning, with girls reporting a higher preference for this method than boys did. For the other two learning preferences, no significant gender differences were found. Academic achievement did not correlate significantly with any of the three learning preferences. A two-way interaction between gender and academic achievement was observed for competitive learning preferences. Girls' preferences for competition increased as academic achievement increased; boys' preferences for competition decreased as academic achievement increased.
在本研究中，我们调查了佐治亚州一所学校136名六、七年级非裔美国青少年样本中，性别、学业成绩以及学生对合作学习、竞争学习和个人主义学习的偏好之间的关系。我们使用学生学习偏好量表（LPSS；巴恩斯、欧文斯和斯特拉顿，1978）来测量合作、竞争和个人主义偏好。进行了三项双因素方差分析（性别×学业成绩），其中三种学习偏好为因变量。性别对合作学习偏好有显著影响，女孩对这种方法的偏好高于男孩。对于其他两种学习偏好，未发现显著的性别差异。学业成绩与三种学习偏好中的任何一种均无显著相关性。在竞争学习偏好方面，观察到性别和学业成绩之间存在双向交互作用。随着学业成绩的提高，女孩对竞争的偏好增加；随着学业成绩的提高，男孩对竞争的偏好降低。
