University students' learning approaches in three cultures: An investigation of biggs's 3p model

Journal of Psychology: Interdisciplinary and Applied

Volumn 134, Issue 1, 2000, Pages 37-55

  Zhang, Li Fang ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039381967     PISSN: 00223980     EISSN: 19401019     Source Type: Journal    
DOI: 10.1080/00223980009600847     Document Type: Article

References (74)

1. Albaili, M. A. (1995). An Arabic version of the Study Process Questionnaire: Reliability and validity. Psychological Reports, 77, 1083-1089.
2. Albaili, M. A. (1997). Differences among low-, average-, and high-achieving college students otl learning and study strategies. Educational Psychology, 17(1 & 2), 171-177.
3. Allen, W. R. (1992). The color of success: African-American college student outcomes at predominantly White and historically Black public colleges and universities. Harvard Educational Review, 62, 26-44.
4. Astin, A. W. (1989). Student involvement: A developmental theory for higher education. In G. D. Kuh, J. B. Bean, D. Hossler, & F. K. Stage (Eds.), ASHE reader on college students (pp. 226-236). Needham Heights, MA: Ginn.
5. Batchelder, T. H., & Root, S. (1994). Effects of an undergraduate program to integrate academic learning and service: Cognitive, prosocial cognitive, and identity outcomes. Special issue: School-based community service. Journal of Adolescence, 17, 341-355.
6. Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.
7. Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorn: Australian Council for Educational Research.
8. Biggs, J. B. (1988). Assessing student approaches to learning. Australian Psychologist, 23, 197-206.
9. Biggs, J. B. (1992). Why and how do Hong Kong students learn? Using the Learning and Study Process Questionnaires (Education Paper No. 14). Hong Kong: Faculty of Education, The University of Hong Kong.
10. Biggs, J. B. (1995). Learning in the classroom. In J. Biggs & D. Watkins (Eds.), Classroom learning: Educational psychology for the Asian teacher (pp. 147-166). Singapore: Prentice-Hall.
11. Bolen, L. M., Wurm, T. R., & Hall, C. W. (1994). Factorial structure of the Study Process Questionnaire. Psychological Reports, 75,1235-1241.
12. Chen, C. S., Lee, S. Y., & Stevenson, H. W. (1996). Long-term prediction of academic achievement of American, Chinese, and Japanese adolescents. Journal of Educational Psychology, 18, 750-759.
13. Clarke, R. M. (1986). Students’ approaches to studying in an innovative medical school: A cross-sectional study. British Journal of Educational Psychology, 56, 309-321.
14. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
15. Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G., & Russell, D. W. (1994). Perceived parental social support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66, 369-378.
16. Dev, P. C. (1997). Intrinsic motivation and academic achievement; What does their relationship imply for the classroom teacher? Remedial and Special Education, 18, 12-19.
17. Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart & Winston.
18. Entwistle, N. J. (1975). How students learn: Information processing, intellectual development and confrontation. Higher Education Bulletin, 3, 129-148.
19. Entwistle, N. J. (1979). Motivation, styles of learning and the academic environment. Edinburgh, Scotland: The University of Edinburgh. ERIC Document Reproduction Service No. ED 190 636.
20. Entwistle, N. J. (1981). Styles of teaching and learning: An integrated outline of educational psychology for students, teachers, and lecturers. Chichester, UK: Wiley.
21. Eshel, Y., & Kurman, J. (1991). Academic self-concept, accuracy of perceived ability and academic attainment. British Journal of Educational Psychology, 61, 187-196.
22. Fransson, N. (1977). On qualitative differences in learning. IV—Effects of motivation and test anxiety on process and outcome. British Journal of Educational Psychology, 47, 244-257.
23. Fuertes, J. N., Sedlacek, W. E., & Liu, W. M. (1994). Using the SAT and noncognitive variables to predict the grades and retention of Asian American university students. Measurement and Evaluation in Counseling and Development, 27, 74-84.
24. Gordon, D. E. (1990). Formal operational thinking: The role of cognitive-developmental processes in adolescent decision-making about pregnancy and contraception. American Journal of Orthopsychiatry, 60, 346-356.
25. Gow, L., Balia, J., Kember, D., Stokes, M., Stafford, K., Chow, R., & Hu, S. (1989). Approaches to study of tertiary students in Hong Kong. Bulletin of the Hong Kong Psychological Society, 22/23, 57-77.
26. Gregorc, A. F. (1985). Inside styles: Beyond the basics. Maynard, MA: Gabriel Systems.
27. Hackett, G., Betz, N. E., Casas, J. M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognidve factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39, 527-538.
28. Hall, C. W., Bolen, L. M., & Gupton, R. H. (1995). Predictive validity of the Study Process Questionnaire for undergraduate students. College Student Journal, 29, 234-239.
29. Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87.
30. Hattie, J., & Watkins, D. (1981). Australian and Filipino investigations of the internal structure of Biggs’ new Study Process Questionnaire. British Journal of Educational Psychology, 51, 241-244.
31. Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall.
32. Johnson, D. W., Johnson, R. T., & Taylor, B. (1993). Impact of cooperative and individualistic learning on high-ability students' achievement, self-esteem, and social acceptance. The Journal of Social Psychology, 133, 839-844.
33. Kagan, J. (1976). Commentary on reflective and impulsive children: Strategies of information processing underlying differences in problem solving. Monographs of the Society for Research in Child Development, 41(5, Serial No 168).
34. Kember, D., & Gow, L. (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 356-363.
35. Kolb, D. A. (1976). Learning style inventory: Technical manual. Englewood Cliffs, NJ: Prentice-Hall.
36. Kwok, D. C., & Lytton, H. (1996). Perceptions of mathematics ability versus actual mathematics performance: Canadian and Hong Kong Chinese children. British Journal of Educational Psychology, 66, 209-222.
37. Marton, F. (1976). What does it take to leam? Some implications of an alternative view of learning. In N. J. Entwistle (Ed.), Strategies for research and development in higher education (pp. 200-222). Amsterdam: Swets and Zeitlinger.
38. Marton, F., & Booth, S. A. (1997). Learning and awareness. Mahwah, NJ: Erlbaum.
39. Marton, E, & Saljo, R. (1976a). On qualitative differences in learning, I—Outcome and process. British Journal of Educational Psychology, 46, 4-11.
40. Marton, F., & Saljo, R. (1976b). On qualitative differences in learning, II—Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46, 115-127.
41. Mboya, M. M. (1993). Self-concept of academic ability: Relations with gender and academic achievement. Perceptual and Motor Skills. 77, 1131-1137.
42. Meyer, J. H. F., Dunne, T. T., & Richardson, J. T. E. (1994). A gender comparison of con-textualized study behavior in higher education. Higher Education, 27, 469-485.
43. Mills, P. E., Dale, P. S., Cole, K. N., & Jenkins, J. R. (1995). Follow-up of children from academic and cognitive preschool curricula at age 9. Exceptional Children, 61, 378-393.
44. Murray-Harvey, R. (1994). Learning styles and approaches to learning: Distinguishing between concept and instruments. British Journal of Educational Psychology, 64, 373-388.
45. Myers, I. (1978). Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists’ Press.
46. Niles, F. S. (1995). Cultural differences in learning motivation and learning strategies: A comparison of overseas and Australian students at an Australian university. International Journal of Intercultural Relations, 19, 369-385.
47. Norusis, M. J. (1994). SPSS: Guide to data analysis. Englewood Cliffs, NJ: Prentice-Hall.
48. O’Neil, M. J., & Child, D. (1984). Biggs’ SPQ: A British study of its internal structure. British Journal of Educational Psychology, 54, 228-234.
49. Petersen, A. C., Leffert, N., & Graham, B. L. (1995). Adolescent development and the emergence of sexuality. Suicide and Life Threatening Behavior, 25, 4-17.
50. Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8, 411-427.
51. Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students' approaches to studying. British Journal of Educational Psychology, 51, 368-383.
52. Rayner, S., & Riding, R. (1997). Toward a categorization of cognitive styles and learning styles. Educational Psychology, 77(1 & 2), 5-27.
53. Richardson, J. T. E. (1995). Mature students in higher education: II. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20, 5-17.
54. Rose, R. J., Hall, C. W., Bolen, L. M., & Webster, R. E. (1996). Locus of control and college students’ approaches to learning. Psychological Reports, 79, 163-171.
55. Rowell, J. A., Dawson, C. J., & Pollard, J. M. (1993). First year university physics: Who succeeds? Research in Science and Technological Education, 11, 85-94.
56. Sadler-Smith, E. (1996). Approaches to studying: Age, gender and academic performance. Educational Studies, 22, 367-379.
57. Sadler-Smith, E., & Tsang, F. (1998). A comparative study of approaches to studying in Hong Kong and the United Kingdom. British Journal of Educational Psychology, 68, 81-93.
58. Simpson, S. M., Licht, B. G., Wagner, R. K., & Stader, S. R. (1996). Organization of children’s academic ability-related self-perceptions. Journal of Educational Psychology, 88, 387-396.
59. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
60. Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.
61. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
62. Stipek, D., Feiler, R., Daniels, D., & Milbum, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223.
63. Tang, C., & Biggs, J. (1996). How Hong Kong students cope with assessment. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 159-182). Hong Kong/Melbourne: Comparative Education Research Center/Australian Council for Educational Research.
64. Watkins, D. (1998). Assessing approaches to learning: A cross-cultural perspective Oil the Study Process Questionnaire. In B. Dart & G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 124-144). Melbourne: Australian Council for Educational Research.
65. Watkins, D., Biggs, J., & Regmi, M. (1991). Does confidence in the language of instruction influence a student’s approach to learning? Instructional Science, 20, 331-339.
66. Watkins, D., & Dahlin, B. (1997). Assessing study approaches in Sweden. Psychological Reports, 81, 131-136.
67. Watkins, D., & Hattie, J. (1981). The learning processes of Australian university students: Investigations of contextual and personological factors. British Journal of Educational Psychology, 51, 384-393.
68. Watkins, D., & Murphy, J. (1994). Modifying the Study Process Questionnaire for students learning English as a second language: Comparisons of reliability and factor structure. Psychological Reports, 74, 1023-1026.
69. Watkins, D., & Regmi, M. (1990). An investigation of the approach to learning of Nepalese tertiary students. Higher Education, 20, 459-469.
70. Watkins, D., & Regmi, M. (1996). Toward the cross-cultural validation of a Western model of student approaches to learning. Journal of Cross-Cultural Psychology, 27, 547-560.
71. Wilson, A. (1987). Approaches to learning among third world tertiary science students: Papua New Guinea. Research in Science and Technological Education, 5, 59-67.
72. Wilson, K. L., Smart, R. M., & Watson, R. J. (1996). Gender differences in approaches to learning in first year psychology students. British Journal of Educational Psychology, 66, 59-71.
73. Wong, N. Y., Lin, W. Y., & Watkins, D. (1996). Cross-cultural validation of models of student learning. Educational Psychology, 16, 317-327.
74. Zhang, L.-F. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133, 165-181.