Related Experiment Video
Updated: Nov 8, 2025
13:57
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
12.8K
Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and
Selma Korlat1, Marlene Kollmayer1, Julia Holzer1
1Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria.
Frontiers in Psychology
|April 19, 2021
Summary
Girls reported higher engagement and support in digital learning during COVID-19 school closures. An androgynous gender role benefited all students in the virtual classroom environment.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- The COVID-19 pandemic accelerated the adoption of digital learning globally.
- Disparities in digital learning experiences were noted, particularly for disadvantaged groups.
- Existing research on gender differences in digital learning often relied solely on biological sex.
Purpose of the Study:
- To investigate gender differences in the digital learning environment among secondary school students.
- To differentiate the role of gender by including both biological sex and gender role self-concept.
- To analyze gender-based variations in competence beliefs, intrinsic value, engagement, and perceived teacher support.
Main Methods:
- An online survey was administered to 19,190 Austrian secondary school students in April 2020.
- Data collection focused on digital learning experiences during pandemic-induced school closures.
- Statistical analysis examined differences based on biological sex and gender role self-concept.
Main Results:
- Girls reported higher perceived teacher support, intrinsic value, and learning engagement compared to boys.
- No significant differences in competence beliefs regarding digital learning were found between sexes.
- An androgynous gender role self-concept was associated with positive outcomes across all digital learning components.
Conclusions:
- Gender plays a nuanced role in digital learning experiences, extending beyond biological sex.
- Teacher support and engagement in digital learning appear to favor girls.
- Promoting an androgynous gender role may enhance digital learning for all students.
More Related Videos
09:55Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
Published on: September 28, 2022
1.8K
13:44Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
3.9K
Related Concept Videos
01:30Socioemotional Experience and Gender Development
135
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
135
01:29Self-Efficacy
82
Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
82
01:27Sources of Self-Esteem III: Social Comparison
91
Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
91
01:30Social Foundations of Self IV: Self in Digital Communication
67
Since the early 2000s, computer-mediated communication (CMC) has grown rapidly, playing a crucial role in self-development. A key distinction between CMC and real-life interactions is the lack of a physically present partner. This absence makes non-verbal cues such as facial expressions, body language, and paralinguistic signals unavailable in CMC platforms like email, instant messaging, or social media. The lack of these cues can create ambiguity and complicate how feedback is interpreted.The...
67
01:24Growth versus Fixed Mindset
81
Carol Dweck introduced the term mindset to describe individuals' beliefs about their intellectual and personal capabilities. These beliefs significantly influence psychological processes such as motivation, goal-setting, and perseverance, ultimately shaping academic and life outcomes. Individuals generally possess one of two mindsets- a fixed or a growth mindset—each promoting different responses to success, failure, and challenge.Fixed vs. Growth MindsetA fixed mindset assumes that one's...
81
01:24Sources of Self-Esteem II: Performance Feedback
71
Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
71