共查询到20条相似文献，搜索用时 31 毫秒
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First year undergraduate Business and Computing Chinese students studying on‐campus in Australia and from Confucian cultural heritage societies were compared with first year Australian undergraduate students of the same courses using Entwistle and Ramsden's (1983) Approaches to Studying Inventory (ASI). Results were analysed for each ASI scale using analyses of variance. Significant differences were shown for a number of scales, with implications for the design and delivery of effective off‐shore distance education directed towards Confucian heritage cultures. The results are discussed in a context of the factor structure identified for Chinese students by Smith, Miller and Crassini (1998) with a view to informing instructional decision‐making. 相似文献
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W. D. Wall 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):101-110
A test was constructed which enabled a maturity score to be assigned to students in a women's college of education. Factor analysis of the test data indicated that the three factors which accounted for most of the variance were: the capacity for realistic thought and self‐appraisal, an ability to take a long‐term view, and independence and self‐control under stress. Scores of first‐ and third‐year students were examined by analysis of variance. It was found that the type of course pursued in college had no significant effect on maturity but that, in the final college year, students from co‐educational secondary schools obtained higher ratings on the maturity scale than those from single‐sex girls’ schools. 相似文献
3.
Robert B. Burns 《高等教育研究与发展》1991,10(1):61-77
Overseas students bring to Australia a very different cultural, social and intellectual experience from that which awaits them. Reviews of previous studies suggest that their beliefs, values and attitudes to knowledge, to styles of learning and study can lead to study shock. A questionnaire survey of a sample of 133 first year overseas students mainly from Singapore, Malaysia and Hong Kong, most of whom were studying for a Bachelor of Business degree, and 76 Australian born first year students mainly of British and European origin from the same classes, showed that compared to local students the overseas group had significantly greater difficulties adjusting to academic requirements, particularly with regard to managing the demands of study, specifically study methods, independent learning, language skills, participation and time management. The overseas students manifested significantly higher degrees of various stress indicators than did the local students. More academic and counselling support and resources for this increasing intake of overseas students should be provided. 相似文献
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《International Journal of Educational Research》2005,43(6):329-350
The relationship between university students’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated for first and fourth-final year students. The responses of 88 first and 92 fourth year students were analysed using a path analysis model. Students’ perceptions of the learning environment were measured by an instrument based on the Course Perceptions Questionnaire (CPQ) and Course Experience Questionnaire (CEQ) inventories. The Approaches to Studying Inventory (ASI) was used to assess students’ approaches to studying. The structure of the ASI inventory was explored by factor analysis. The analysis gave two factors which reflect the deep and surface approaches to studying. Workload does not predict any of the studying approaches and academic outcomes. There was a pattern of relationships between deep approach, perceptions of learning environment which encourage this approach, and outcomes. Assessment methods was the best predictor of satisfaction for all of the students. For the first year students, University grade was not associated with any of the explored variables but the level of satisfaction was predicted by relationships with tutors and fellows. For the fourth year students, good teaching predicted achievement both directly and indirectly through the deep approach to studying. The findings indicate that fourth year students’ perceptions of the current learning environment are a stronger predictor of academic achievement than prior academic ability (university entrance examinations’ grade). The study suggests further exploration of the impact of affect in learning especially for the newcomers. 相似文献
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Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help‐seeking, academic motivation, self‐esteem, perceived stress, and perceived academic overload), in relation to the success of economically and educationally disadvantaged students at university. Participants were 194 first‐year students on need‐based financial aid at a South African university; they completed questionnaires that measured these psychosocial variables, and their final first‐year academic results were obtained via the university’s records office. Path analyses showed that adjustment did not function as a pure mediator on academic performance as the dependent variable. Furthermore, the psychosocial factors explained much (59%) of the variance in the students’ adjustment and 20% of the variance in their academic performance. Hence, the psychosocial variables better explained the students’ adjustment to university than academic performance. 相似文献
6.
Andrew Noyes 《Teaching Education》2013,24(3):243-256
Whilst participation in higher education has increased dramatically over the last two decades, many universities are only now beginning to pay more attention to the learning experiences of first year students. It is important for universities to understand how first year students conceive of learning and knowing in order to promote effective approaches to learning. Even though an extensive body of research demonstrates that beliefs about learning and knowing influence student approaches to learning and learning outcomes, there has been no Australian research that has investigated this critical learner characteristic across first year university students. This paper reports on preliminary data from an ongoing longitudinal study designed to investigate first year students’ beliefs about knowing and learning (epistemological beliefs). Students from teacher education and creative industry faculties in two Australian universities completed the Epistemological Beliefs Survey (EBS) in the first week of their first semester of study. A series of one‐way ANOVA using key demographics as independent variables and the EBS factor scores as dependent variables showed that epistemological beliefs were related to the course of study, previous post‐school education experience, family experience at university, gender, and age. These data help us to understand students’ beliefs about learning and knowing with a view to informing effective learning in higher education. 相似文献
7.
邢奥 《石家庄职业技术学院学报》2020,(1):36-40
随着中国赴海外留学生数量的增长,留学生跨文化适应问题愈发受到学界关注,对其进行文献的梳理与分析是深化研究的基础。首先由概念入手,对该领域的相关理论进行梳理;其次从适应状况、影响因素和相关建议方面对相关经验研究进行分析。在此基础上指出,尽管近十年该领域的研究不断丰富,却未能在理论层面有所创新,依然存在着调研国、调研方式及学科的局限性。为此,进行比较研究或许可以成为未来该领域研究的重要方向。 相似文献
8.
The purpose of this paper is to gain insight into the relationships between hands‐on experiences with formative assessment, students’ assessment preferences and their approaches to learning. The sample consisted of 108 university first‐year Bachelor’s students studying criminology. Data were obtained using the Revised two‐factor study process questionnaire (R‐SPQ‐2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students’ preferences for assessment methods with higher‐order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands‐on experience with a formative mode of assessment. Surprisingly, this change evinced a more ‘surface approach’ to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed. 相似文献
9.
Flynn (1991) proposed that students from Asian cultural backgrounds typically achieve at higher levels than non-Asian students with the same IQs. This study investigated relationships between IQ, study time, educational and occupational aspirations, and academic achievement among Australian school children ( n = 160) from Chinese, Vietnamese and Anglo-Celtic backgrounds. Mathematics grades for Chinese and Vietnamese Australian children were higher. They spent more time studying and were more likely to desire an occupation requiring tertiary qualifications than Anglo-Celtic Australian peers. Consistent with Flynn's hypothesis, students from Asian backgrounds obtained higher mathematics grades than their Anglo-Celtic Australian peers with the same IQ. However, study and occupational aspirations formed only part of a more complex socio-cultural package that contributed to group achievement differences. Parents' support for studying and aspirations may interact with these factors to produce high achievement. 相似文献
10.
R. Gayani Samarawickrema 《Distance Education》2005,26(1):49-66
An exploratory study using a questionnaire and focus group interviews was conducted amongst a small sample of first‐year, first‐semester, undergraduate design students from the Faculty of Art and Design at Monash University, Australia, to determine their readiness for off‐campus, flexible, independent learning. The study explores common problems, similarities and differences among learners from South East Asia, other international students, and local Australian students. Findings of the study are presented under five key themes: dependence on the teacher and the classroom environment; flexible learning and working alone; structure; communication; and work patterns. The article details approaches to study of first‐year undergraduates taking a creative unit such as design and concludes by discussing the possible cultural attributes that have an impact on the learning as well as related concerns and problems. 相似文献
11.
Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests 
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下载免费PDF全文 Gary L. Canivez Stefan C. Dombrowski Marley W. Watkins 《Psychology in the schools》2018,55(7):741-769
This study examined the factor structure of the Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC‐V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher‐promoted, five‐factor solution. Forced extraction of five factors resulted in only one WISC‐V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC‐V subtests were properly associated with the four theoretically oriented first‐order factors resembling the WISC‐IV, the g factor accounted for large portions of total and common variance, and the four first‐order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC‐V total standardization sample. 相似文献
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Over one‐quarter of all undergraduates attending Australian universities enrol on a part‐time basis. This paper addresses the social, educational and financial characteristics of these students. In a survey in 2000, questionnaires were sent to a sample of 84,591 domestic (i.e. excluding overseas fee‐paying) undergraduate students at 19 Australian universities. The response rate was 41.1%. Systematic differences were found between full‐time and part‐time respondents across a wide range of characteristics. Importantly, part‐time undergraduates were more likely to be older, in full‐time employment and concentrated in particular fields of study. Just over one‐half of all part‐time undergraduates would have preferred to be studying full‐time, financial circumstances permitting. Slightly less than one‐third felt prevented from studying full‐time because of a lack of government income support. A tenth of all part‐time undergraduates felt unable to study full‐time because of costs. 相似文献
15.
Scherto Gill 《Compare》2007,37(2):167-183
In the context of increasing recruitment of overseas students by British higher education (HE) institutions, there has been a growing need to understand the process of students' intercultural adaptation and the approaches that can be adopted by British academic institutions in order to facilitate and support these students' learning experience in the UK. Drawing upon one‐year of in‐depth qualitative research investigating the experience of a small cohort of Chinese postgraduate students' in a British university, I explore the three‐fold ‘stress‐adaptation‐growth’ intercultural learning process of these participants by focusing the discussions on the their lived experience in the UK. The key argument of this article is that intercultural adaptation is in itself a process of intercultural learning, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self knowledge, awareness of the Other, and values and worldview. 相似文献
16.
Previous studies of “the Chinese learner” have confounded the effects of culture and context or have used heterogeneous samples
of students. In this study, 134 British students and 207 students from mainland China following 1-year postgraduate programmes
at six British business schools completed the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying
Inventory (RASI). The two groups yielded the same factor structure on both instruments. There were no significant differences
in their scores on the CEQ. On the RASI, the British students produced higher scores on deep approach and strategic approach.
These differences could not be attributed to differences in response style. In short, when British and mainland Chinese students
were compared within the same educational context, their perceptions and approaches to studying showed the same underlying
constructs, but in the present context Chinese students were less likely to exhibit deep or strategic approaches to studying. 相似文献
17.
Tock Keng Lim 《教育心理学》1996,16(4):453-461
Based on a stratified sample of 15‐year‐old students in Singapore schools, exploratory factor analysis and confirmatory factor analysis were used to identify and cross‐validate the factorial structure underlying two group intelligence tests and two group Piagetian tests. The structure of the first‐ and second‐order factors underlying the tests was first identified using exploratory factor analysis on the exploratory sample. The confirmatory approach using LISREL was then used to cross‐validate the factor structure on the validation sample. One second‐ and four first‐order factors were found. To allow for easier interpretation of the factors, a Schmid‐Leiman transformation was carried out on the first‐ and second‐order factor matrices of the pooled sample. A hierarchical factor matrix consisting of a general factor and four group factors was found. 相似文献
18.
Approaches to studying and perceptions of academic quality in a short web-based course 总被引：1，自引：0，他引：1
John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):433-442
Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying. 相似文献
19.
Two studies are reported which compare the responses of 14‐16 year old Filipino and Nepalese school students to learning process questionnaires based on the 3P Model of Learning (Biggs & Telfer, 1987) to those previously reported for similar aged Australian and Hong Kong students. Evidence was found for a similar structure of learning processes in each culture. Moreover, in each culture students who reported deeper and more achievement‐oriented approaches to learning tended to be more successful academically and to have higher academic self‐esteem. However, little evidence was found to support the contention that Asian learners were more prone to rote learning than were the Australians. The Nepalese students in particular tended to report higher levels of both deep and achieving approaches to learning than the other students. A possible explanation for this is that the conceptions of learning on which the 3P Model is based may not be appropriate in Nepalese culture. 相似文献
20.
A short version of the Approaches to Studying Inventory (ASI), commended as a ‘quick and easy’ means of assessing student learning, was administered to two groups of students at the University of the South Pacific. Measures of its internal consistency and test‐retest reliability were comparable with those obtained in European research, but were not wholly satisfactory. Moreover, its factor structure was found to be qualitatively different in this context and constituted by different forms of motivation for studying in higher education. It is concluded that approaches to studying are culture‐specific and, in particular, that one should be cautious about using this version of the ASI in systems of higher education in non‐Western countries. 相似文献