The purpose of this study is to investigate the gender differences of the cognitive paths predicting the writing-from-sources as a learning activity. With a sample of 1,154 participants from 5 general high schools, this study tested a hypothesized model that specified structural linkages between perceiving information needs, selecting relevant materials, monitoring the product and the writing product level by using multiple-group structural equation model approach. The results were as follows. First, single-gender group(girls` highschool) formed consensus in a one-dominated way above their similarity of decision-making processes and interpersonal responsiveness; however it does not predict better performance and writing product level. Second, monitoring process was more influential factors on writing product level in mixed-gender group(co-educational highschools) than those of in single-gender group. Third, using digital literacy environment during teaching & learning writing-to-learn should be approached carefully for satisfying both disciplinary-approapriateness and reading & writing efficiency to overcome the disadvantage of male students.