The Role of Motivation, Self-Regulation, and Social Engagement in Gender Differences in College English and Mathematics: a Mediation or Moderation Multilevel Mixed Effect Model

• Activity Number: 38
• Type: Contributed
• Date/Time: Sunday, August 3, 2014 : 2:00 PM to 3:50 PM
• Sponsor: Section on Statistical Education
• Author(s): Edwin Ndum*+
• Companies: ACT
• Keywords: Gender, College Grades ; Psychosocial Factors ; Motivation, Social Engagement, Self-Regulation ; Mediation, Moderation ; Mixed Effect Model ; Bootstrapping

Abstract

Research has demonstrated gender differences in first-year college grades in English and Math. Various affective and cognitive explanations have been proposed. This study assessed the mediator and/or moderator role of motivation, self-regulation, and social engagement. The domains were measured by ten scales resulting from a student self-report instrument administered at the start of college. The sample consisted of freshmen students with college-supplied grades in English and Math. Using a multilevel model, the study found that motivation, self-regulation, and, to a lesser extent, social regulation, significantly mediated gender gap in first-year grades. Specifically, the gap between male and female students narrowed as a result of the effect of gender on motivation and self-regulation, each of which, in turn, affected earning a B or higher grade in college. None of the scales associated with the domains significantly moderated gender differences. Significance was tested by constructing a 95% Bootstrap Bias-Corrected Confidence Interval. The findings may have implications on intervention policies aimed at narrowing the achievement gap between male and female students in college.