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Student Learning and the Menstrual Cycle: premenstrual symptoms and approaches to studying

Richardson, John T. E. (1989). Student Learning and the Menstrual Cycle: premenstrual symptoms and approaches to studying. Educational Psychology, 9(3) pp. 215–238.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/0144341890090304
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Abstract

Women are often assumed to show variations in their intellectual performance through the menstrual cycle. A questionnaire survey of female students taking degrees in the human sciences showed that most attributed some disruption of their academic work to premenstrual symptoms. However, the available research evidence indicates that the process of menstruation has no effect at all on academic performance when measured by quantitative tests or examinations. An investigation was therefore conducted on female students’ approaches to studying during the normal menstrual cycle. There was no evidence of any variations in women's study orientations during the paramenstruum either in comparison with the same individuals’ orientations during the intermenstruum or in comparison with the orientations of male students.

Item Type: Journal Item
ISSN: 0144-3410
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49798
Depositing User: John T. E. Richardson
Date Deposited: 29 Jun 2017 12:31
Last Modified: 07 Dec 2018 10:52
URI: http://oro.open.ac.uk/id/eprint/49798
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