Gender in Education: The correlations between gender and students’ self-regulated learning strategy implementation in a transnational university in China

This study examines gender differences in self-regulated learning (SRL) strategies among Chinese students in English medium instruction (EMI) at the University of Nottingham, Ningbo. According to Zimmerman, et al. (1997) and Pintrich (1995), SRL is a cyclical, multidimensional process where learners manage their learning through various strategies. While previous studies show female students use more SRL strategies in K-12 education (Zimermann and Martinez-Pons, 1990; Pokay and Blumenfeld; Wolters, 1997), Ting and Chao (2013) found no gender differences at college level. Using mixed-methods with interviews and questionnaires analyzed through SPSS 28.0, this study found no significant gender differences in overall SRL implementation. However, detailed analysis revealed female students used more social behavior and metacognitive strategies, while males employed more cognitive strategies. The findings suggest both genders should learn from each other's approaches, and educators should provide targeted guidance based on these gender-specific tendencies. Future research should examine these patterns in other cultural contexts within higher education.