Strategies for Self-Regulated Learning: A Cross-Cultural Comparison.Report as inadecuate




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This paper reports the results of a study that compared the strategies used by three different groups of upper secondary school students to regulate their own learning processes: 248 Australian students, 215 Japanese students at Japanese schools, and 30 Japanese students at Australian schools. The ways in which strategies are categorized were found to be important in making comparisons between the groups. Although students used a similar range of strategies across the three groups, the pattern of use for each cultural group varied. Variations in the pattern of strategy use were also associated with level of academic achievement. The structuring of the physical environment for study purposes and the checking of one's work were two of the most important strategies for each of the groups. The Japanese students used memorizing strategies significantly more than did the Australian students. Furthermore, although Japanese students now studying in Australia showed a greater similarity with their Australian counterparts on many of the strategies, they still attached significantly greater importance to the use of memorization. This finding is discussed in the light of a Confucian interpretation of the relationship between memorization and understanding. Two tables present study findings. An appendix summarizes the strategy categories. (Contains 56 references.) (Author/SLD)

Descriptors: Academic Achievement, Comparative Analysis, Comprehension, Cross Cultural Studies, Cultural Differences, Foreign Countries, Learning Strategies, Memorization, Secondary Education, Secondary School Students, Study











Author: Purdie, Nola

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9943&id=ED385653







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