Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

111
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...
111
Social Foundations of Self IV: Self in Digital Communication01:30

Social Foundations of Self IV: Self in Digital Communication

25
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...
25
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

41.5K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
41.5K
Self-Regulation01:25

Self-Regulation

39
Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
39
Strategies of Self-Presentation III: Self-Monitoring01:24

Strategies of Self-Presentation III: Self-Monitoring

24
Self-monitoring is a central construct in understanding individual differences in self-presentation strategies across social contexts. It refers to how individuals observe, regulate, and control their expressive behavior and self-presentation following situational cues. Self-monitoring reflects a person's sensitivity to social appropriateness and willingness to adapt behavior to fit varying interpersonal demands.High vs. Low Self-Monitoring IndividualsIndividuals high in self-monitoring are...
24
Bullying02:04

Bullying

8.6K
A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
8.6K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Comparing the predictive roles of intrinsic and extraneous cognitive load on learning performance: the mediating effect of IVR self-efficacy in warehouse training.

Frontiers in psychology·2026
Same author

The Motivation for COVID-19 Vaccination and Preventive Behavior.

Journal of prevention (2022)·2024
Same author

The Effects of Using Virtual Reality on Thai Word Order Learning.

Brain sciences·2023
Same author

Social comparison effects on students' cognitive anxiety, self-confidence, and performance in Chinese composition writing.

Frontiers in psychology·2022
Same author

Impact of social comparison on perceived online academic futility: A perspective from parents.

Education and information technologies·2022
Same author

The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic.

Frontiers in psychology·2022

Related Experiment Video

Updated: Oct 18, 2025

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

8.1K

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown.

Xiaohong Liu1, Wei He1, Li Zhao1

  • 1School of Educational Science, Nanjing Normal University, Nanjing, China.

Frontiers in Psychology
|October 4, 2021
PubMed
Summary

This study found significant gender differences in self-regulated online learning (SROL) among Chinese high school students. Females demonstrated superior performance in preparatory, performance, and appraisal phases compared to males.

Keywords:
COVID-19gender differencehigh school studentsonline learningself-regulated

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters
07:29

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Published on: November 22, 2019

8.4K

Related Experiment Videos

Last Updated: Oct 18, 2025

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

8.1K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters
07:29

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Published on: November 22, 2019

8.4K

Area of Science:

  • Educational Psychology
  • Online Learning Pedagogy
  • Gender Studies in Education

Background:

  • The global epidemic has accelerated the adoption and importance of online learning environments.
  • Self-regulated learning (SRL) is a critical determinant of academic success, particularly in digital contexts.
  • Understanding factors influencing SRL, such as gender, is crucial for optimizing online education.

Purpose of the Study:

  • To investigate potential gender disparities in self-regulated online learning (SROL).
  • To examine gender differences across the three core phases of SROL: preparation, performance, and appraisal.

Main Methods:

  • A quantitative study involving 400 Chinese high school students (125 males, 275 females).
  • Independent samples t-tests were employed to analyze gender differences in SROL and its sub-constructs.

Main Results:

  • Significant gender differences were observed in overall SROL (t = -3.334, p = 0.001) and its three sub-constructs.
  • Females outperformed males in the preparatory (p = 0.008), performance (p = 0.000), and appraisal (p = 0.002) phases of SROL.
  • Effect sizes (d) indicated moderate differences in performance (0.456) and appraisal (0.361) phases.

Conclusions:

  • Gender is a significant factor influencing self-regulated online learning capabilities among high school students.
  • Educational interventions should consider gender-specific strategies to enhance online learning effectiveness for all students.
  • Findings highlight the need for tailored support to improve male students' self-regulation in online academic settings.