A call for gender-neutral and/or sensitive pedagogy: gender invariance and moderation in self-determination and technology-use efficacy in self-regulated learning

References

• Ajlouni, A., Rawadieh, S., AlMahaireh, A., & Awwad, F. A. (2022). Gender differences in the motivational profile of undergraduate students in light of self-determination theory: The case of online learning setting. Journal of Social Studies Education Research, 13(1), 75–103.
   Google Scholar
• Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior, 98, 50–58. https://doi.org/10.1016/j.chb.2019.04.005
   Web of Science ®Google Scholar
• Arora, T., & Grey, I. (2020). Health behaviour changes during COVID-19 and the potential consequences: A mini-review. Journal of Health Psychology, 25(9), 1155–1163. https://doi.org/10.1177/1359105320937053
   PubMed Web of Science ®Google Scholar
• Artino, A. R. (2007). Self-regulated learning in online education: A review of the empirical literature. International Journal of Instructional Technology and Distance Learning, 4(6), 3–18.
   Google Scholar
• As Sabiq, A., Arwi, S., Khusna, A., Adifia, D., & Nada, D. (2021). Investigating gender differences on the students’ attitudes and motivation toward English learning. ENGLISH FRANCA: Academic Journal of English Language and Education, 5(2), 233–258. https://doi.org/10.29240/ef.v5i2.2704
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354–364. https://doi.org/10.1037/0033-295X.88.4.354
   Web of Science ®Google Scholar
• Biliran Province State University. (2020). Framework of the Pilot Implementation of the Flexible Learning Delivery: The BiPSU Model.
   Google Scholar
• Bracey, P. (2010). Self-directed learning vs self-regulated learning: Twins or just friends?. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010. (pp. 1600–1607). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/35780
   Google Scholar
• Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7(4), 15. https://doi.org/10.1615/JWomenMinorScienEng.v7.i4.10
   Google Scholar
• Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713. https://doi.org/10.1037/0033-295X.106.4.676
   PubMed Web of Science ®Google Scholar
• Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003
   Web of Science ®Google Scholar
• Center for Self-Determination Theory. (n.d). Intrinsic Motivation Inventory. https://selfdeterminationtheory.org/intrinsic-motivation-inventory/
   Google Scholar
• CHED. (2015). Establishing the Policies and Guidelines on Gender and Development in the Commission on Higher Education and Higher Education Institutions (HEIs): CHED Memorandum Order No. 1, s.2015 (26 January 2015).
   Google Scholar
• CHED. (2020). Guidelines on the Implementation of Flexible Learning: CHED Memorandum Order No. 4, s.2020 (2 September 2020).
   Google Scholar
• Cheng, S.-L., & Xie, K. (2021). Why college students procrastinate in online courses: A self-regulated learning perspective. The Internet and Higher Education, 50, 100807. https://doi.org/10.1016/j.iheduc.2021.100807
   Web of Science ®Google Scholar
• Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998
   Web of Science ®Google Scholar
• Davison, C., & Argyriou, E. (2016). Gender preferences in technology adoption: An empirical investigation of technology trends in higher education. International Journal of Gender, Science and Technology, 8(3), 405–419.
   Google Scholar
• de Lauretis, T. (1991). Queer theory: Lesbian and gay sexualities an introduction. Differences, 3(2), iii–xviii. https://doi.org/10.1215/10407391-3-2-iii
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Eagly, A. H., & Wood, W. (2012). Social role theory. Handbook of theories of social psychology, Vol. 2 (pp. 458–476). Sage Publications Ltd. https://doi.org/10.4135/9781446249222.n49
   Google Scholar
• Egbo, O. P., Okoyeuzu, C. R., Ifeanacho, I., & Onwumere, J. (2011). Gender perception and attitude towards e-learning: A case of business students, University of Nigeria. SSRN, 2(1), 135–148.
   Google Scholar
• Else-Quest, N. M., & Hyde, J. S. (2021). The Psychology of Women and Gender: Half the Human Experience +. (10th ed.). SAGE Publications Inc. https://us.sagepub.com/en-us/nam/the-psychology-of-women-and-gender/book269887#preview
   Google Scholar
• Fahuzan, K., & Santosa, R. H. (2018). Gender differences in motivation to learn math using role-play game in smartphone. Journal of Physics: Conference Series, 1097, 012130. https://doi.org/10.1088/1742-6596/1097/1/012130
   Google Scholar
• Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
   PubMed Web of Science ®Google Scholar
• Gagné, M., Parker, S. K., Griffin, M. A., Dunlop, P. D., Knight, C., Klonek, F. E., & Parent-Rocheleau, X. (2022). Understanding and shaping the future of work with self-determination theory. Nature Reviews Psychology, 1(7), 378–392. https://doi.org/10.1038/s44159-022-00056-w
   PubMedGoogle Scholar
• Gronchi, M. (2021). Self-determination, self-efficacy, and attribution in FL online learning: An exploratory survey with university students during the pandemic emergency. Studi Di Glottodidattica, 1, 118–134.
   Google Scholar
• Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
   Web of Science ®Google Scholar
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM. ) (2nd ed.). Sage Publications.
   Google Scholar
• Hair, J., Sarstedt, M., Ringle, C., & Gudergan, S. (2017). Advanced Issues in Partial Least Squares Structural Equation Modeling. Sage Publications, Inc.
   Google Scholar
• Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779–1786. https://doi.org/10.1016/j.chb.2013.02.012
   Web of Science ®Google Scholar
• Jansen, M., & Stanat, P. (2015). Achievement and motivation in mathematics and science: The role of gender and immigration background. International Journal of Gender, 8(1), 4–18.
   Google Scholar
• Johnson, G. M., & Davies, S. M. (2014). Self-regulated learning in digital environments: Theory, research, praxis. British Journal of Research, 1(2), 1–14.
   Google Scholar
• Joo, Y.-J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5–17. https://doi.org/10.1007/BF02313398
   Web of Science ®Google Scholar
• Kocdar, S., Karadeniz, A., Bozkurt, A., & Buyuk, K. (2018). Measuring self-regulation in self-paced open and distance learning environments. The International Review of Research in Open and Distributed Learning, 19(1), 25–43. https://doi.org/10.19173/irrodl.v19i1.3255
   Web of Science ®Google Scholar
• Kohlberg, L. (1966). Cognitive stages and preschool education. Human Development, 9(1-2), 5–17. https://doi.org/10.1159/000270365
   Web of Science ®Google Scholar
• Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology, 9: 2434. https://doi.org/10.3389/fpsyg.2018.02434
   PubMed Web of Science ®Google Scholar
• López-Íñiguez, G., & McPherson, G. E. (2020). Applying self-regulated learning and self-determination theory to optimize the performance of a concert cellist. Frontiers in Psychology, 11: 385. https://doi.org/10.3389/fpsyg.2020.00385
   PubMed Web of Science ®Google Scholar
• McKagan, S. B., Strubbe, L. E., Barbato, L. J., Mason, B. A., Madsen, A. M., & Sayre, E. C. (2020). PhysPort use and growth: Supporting physics teaching with research-based resources since 2011. The Physics Teacher, 58(7), 465–469. https://doi.org/10.1119/10.0002062
   Web of Science ®Google Scholar
• Meece, J. L., Glienke, B. B., & Askew, K. (2009). Gender and motivation. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of Motivation at School. 1st ed., p. 704). Routledge. https://doi.org/10.4324/9780203879498
   Google Scholar
• Miltiadou, M., & Yu, C. H. (2000). Validation of the Online Technologies Self-Efficacy Scale (OTSES)(pp. 1–10). https://eric.ed.gov/?id=ED445672
   Google Scholar
• Mou, T.-Y. (2023). Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students. Active Learning in Higher Education, 24(2), 185–205. https://doi.org/10.1177/14697874211051226
   Web of Science ®Google Scholar
• Naz, S., Shah, S. A., & Qayum, A. (2020). Gender differences in motivation and academic achievement: A study of the university students of KP, Pakistan. Global Regional Review, V(I), 67–75. https://doi.org/10.31703/grr.2020(V-I).09
   Google Scholar
• Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198–215. https://doi.org/10.1016/j.ijer.2005.07.001
   Google Scholar
• Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. (3rd ed.). McGraw-Hill.
   Google Scholar
• Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Frontiers in Education, 4, 1–8. https://doi.org/10.3389/feduc.2019.00102
   Google Scholar
• Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: Learning motivation as a mediator. Frontiers in Psychology, 11: 564294. https://doi.org/10.3389/fpsyg.2020.564294
   PubMed Web of Science ®Google Scholar
• Puspitaningrum, N. P. D., Prodjosantoso, A. K., & Pulungan, D. A. (2020). Comparison of regarding students’ learning motivation by gender during the online learning. Proceedings of the [Paper presentation]. 6th International Seminar on Science Education (ISSE 2020). https://doi.org/10.2991/assehr.k.210326.042
   Google Scholar
• Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., Sarker, Y., Kumar Paul, S., & Maitama, J. Z. (2022). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. Education and Information Technologies, 27(3), 4225–4258. https://doi.org/10.1007/s10639-021-10775-x
   PubMed Web of Science ®Google Scholar
• Ramayah, T., Cheah, J., Chuah, F., Ting, H., & Ali Memon, M. (2018). Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3.0: An updated and practical guide to statistical analysis. (2nd ed.). Pearson Malaysia Sdn Bhd.
   Google Scholar
• Ringle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3. Bönningstedt:. http://www.smartpls.com
   Google Scholar
• Robinson, J. (2018). Motivation and Gender Dynamics in High School Sciences: The Effect of Gender Composition on Motivation in Small Group Inquiry and Engineering Tasks [University of Massachusetts Amherst]. https://doi.org/10.7275/11108011.0
   Google Scholar
• Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10: 3050. https://doi.org/10.3389/fpsyg.2019.03050
   PubMed Web of Science ®Google Scholar
• Rosli, M. S., & Saleh, N. S. (2023). Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of efficacy into the technology acceptance model. Current Psychology, 42(21), 18212–18231. https://doi.org/10.1007/s12144-022-02996-1
   Web of Science ®Google Scholar
• Ruble, D. N., Taylor, L. J., Cyphers, L., Greulich, F. K., Lurye, L. E., & Shrout, P. E. (2007). The role of gender constancy in early gender development. Child Development, 78(4), 1121–1136. https://doi.org/10.1111/j.1467-8624.2007.01056.x
   PubMed Web of Science ®Google Scholar
• Stern, B. S. (2004). A comparison of online and face-to-face instruction in an undergraduate foundations of American education course. Contemporary Issues in Technology and Teacher Education, 4(2), 196–213.
   Google Scholar
• Stolk, J. D., Gross, M. D., & Zastavker, Y. V. (2021). Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses. International Journal of STEM Education, 8(1), 35. https://doi.org/10.1186/s40594-021-00283-2
   Web of Science ®Google Scholar
• Suri, G., & Sharma, S. (2013). The impact of gender on attitude towards computer technology and e-learning: An exploratory study of Punjab University, India. International Journal of Engineering Research, 2, 132–136.
   Google Scholar
• UN-GA. (2015a). Sendai Framework for Disaster Risk Reduction 2015–2030, A/RES/69/283 (3 June 2015). undocs.org/A/RES/69/283
   Google Scholar
• UN-GA. (2015b). Transforming Our World: The 2030 Agenda for Sustainable Development (pp. 1–35). A/RES/70/1 (25 September 2015) unfpa.org.
   Google Scholar
• Wang, C.-H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779
   Web of Science ®Google Scholar
• World Population Review. (2022). Gender Equality by Country 2022. https://worldpopulationreview.com/country-rankings/gender-equality-by-country
   Google Scholar
• Yu, H., & Zhou, J. (2022). Social support and online self-regulated learning during the COVID-19 pandemic. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2022.2122021
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2015). Self-Regulated Learning: Theories, Measures, and Outcomes. (JDBT.-I. E. S. & B. S. (Second E. Wright (Eds.), pp. 541–546. Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26060-1
   Google Scholar
• Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory research and practice. Springer-Verlag Publishing. https://doi.org/10.1007/978-1-4612-3618-4
   Google Scholar