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Article: Cross-cultural validation of models of approaches to learning: An application of confirmatory factor analysis

TitleCross-cultural validation of models of approaches to learning: An application of confirmatory factor analysis
Authors
KeywordsEducation
Issue Date1996
PublisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 1996, v. 16 n. 3, p. 317-327 How to Cite?
AbstractSix structural equation models were tested by analysing responses to the Learning Process Questionnaire of 10 samples of primary and secondary school students from Nigeria, Zimbabwe, Malaysia, Beijing, Hong Kong and Canada. Confirmatory factor analyses provided general support for the cross-cultural within-construct validity of the questionnaire. As predicted, the dimensions of deep and surface approaches to learning received cross-cultural support, but the positioning of the achieving dimension varied across cultures. This is in line with the notion that students who adopt an achieving approach will adopt different strategies which will be likely to maximise their achievement according to particular course and teacher characteristics.
Persistent Identifierhttp://hdl.handle.net/10722/42659

 

DC FieldValueLanguage
dc.contributor.authorWong, NYen_HK
dc.contributor.authorLin, WYen_HK
dc.contributor.authorWatkins, DAen_HK
dc.date.accessioned2007-03-23T04:29:12Z-
dc.date.available2007-03-23T04:29:12Z-
dc.date.issued1996en_HK
dc.identifier.citationEducational Psychology, 1996, v. 16 n. 3, p. 317-327en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42659-
dc.description.abstractSix structural equation models were tested by analysing responses to the Learning Process Questionnaire of 10 samples of primary and secondary school students from Nigeria, Zimbabwe, Malaysia, Beijing, Hong Kong and Canada. Confirmatory factor analyses provided general support for the cross-cultural within-construct validity of the questionnaire. As predicted, the dimensions of deep and surface approaches to learning received cross-cultural support, but the positioning of the achieving dimension varied across cultures. This is in line with the notion that students who adopt an achieving approach will adopt different strategies which will be likely to maximise their achievement according to particular course and teacher characteristics.en_HK
dc.format.extent596752 bytes-
dc.format.extent26112 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducationen_HK
dc.titleCross-cultural validation of models of approaches to learning: An application of confirmatory factor analysisen_HK
dc.typeArticleen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.hkuros23016-

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