Cognitive development and student approaches to learning. An investigation of Perrys theory with Chinese and U.S. university studentsGTI:Erkenntnisentwicklung und Lerneinstellungen von Studenten.

Autor/inn/en	Zhang, Li-Fang; Watkins, David
Titel	Cognitive development and student approaches to learning. An investigation of Perrys theory with Chinese and U.S. university studentsGTI:Erkenntnisentwicklung und Lerneinstellungen von Studenten.
Quelle	In: Higher education, 41 (2001) 3, S. 239-261Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 77; Tabellen 4; Anhang 1
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1023/A:1004151226395
Schlagwörter	Forschungsergebnis; Einstellung (Psy); Bewertung; China; Lernen; Student; Studienerfolg; Studium; USA; Lerntheorie; Internationaler Vergleich; Forschungsergebnis; Hochschulforschung; Wissenserwerb; Lehre; Lernen; Lerntheorie; Wissenserwerb; Lehre; Studium; Hochschulforschung; Studienerfolg; Internationaler Vergleich; Bewertung; Student; China; USA
Abstract	The purpose of this research was to provide cross-cultural evidence of the relationship between student approaches to learning and stages of cognitive development and of the validity of Perry's theory of such development. The participants for this study were 67 U.S. and 193 Mainland Chinese students. The participants rated their ability on several scales, responded to the Zhang Cognitive Development Inventory (Zhang 1995) and the Study Process Questionnaire (Biggs 1987a, 1992) as well as demographic questionnaire. Selfreport measures of achievement scores were also obtained. There were four major findings. First, cognitive development and student learning approaches were related in predictable ways. Second, the cognitive-developmental patterns of the American and Chinese participants differed. Third, for both, American and Chinese students, extracurricular activities positively contributed to their cognitive development. Finally, a statistically significant relationship between cognitive development and achievement was identified among American group, whereas no relationship was found between cognitive development and achievement among the Chinese group. Implications of these findings are discussed. (HRK/Abstract übernommen).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2002_(CD)