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Article: Cognitive development and student approaches to learning: An investigation of Perry's theory with Chinese and U.S. university students

TitleCognitive development and student approaches to learning: An investigation of Perry's theory with Chinese and U.S. university students
Authors
KeywordsAcademic performance
Cognitive development
Learning approaches
Student characteristics
Issue Date2001
PublisherSpringer Netherlands. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0018-1560
Citation
Higher Education, 2001, v. 41 n. 3, p. 239-261 How to Cite?
AbstractThe 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 1 (Zhang 1995) and the Study Process Questionnaire (Biggs 1987a, 1992) as well as a demographic questionnaire. Self-report 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 the American group, whereas no relationship was found between cognitive development and achievement among the Chinese group. Implications of these findings are discussed. © 2001 Kluwer Academic Publishers.
Persistent Identifierhttp://hdl.handle.net/10722/72287
ISSN
2015 Impact Factor: 1.207
2015 SCImago Journal Rankings: 1.717
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.contributor.authorWatkins, Den_HK
dc.date.accessioned2010-09-06T06:40:08Z-
dc.date.available2010-09-06T06:40:08Z-
dc.date.issued2001en_HK
dc.identifier.citationHigher Education, 2001, v. 41 n. 3, p. 239-261en_HK
dc.identifier.issn0018-1560en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72287-
dc.description.abstractThe 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 1 (Zhang 1995) and the Study Process Questionnaire (Biggs 1987a, 1992) as well as a demographic questionnaire. Self-report 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 the American group, whereas no relationship was found between cognitive development and achievement among the Chinese group. Implications of these findings are discussed. © 2001 Kluwer Academic Publishers.en_HK
dc.languageengen_HK
dc.publisherSpringer Netherlands. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0018-1560en_HK
dc.relation.ispartofHigher Educationen_HK
dc.subjectAcademic performanceen_HK
dc.subjectCognitive developmenten_HK
dc.subjectLearning approachesen_HK
dc.subjectStudent characteristicsen_HK
dc.titleCognitive development and student approaches to learning: An investigation of Perry's theory with Chinese and U.S. university studentsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0018-1560&volume=41&spage=239&epage=261&date=2001&atitle=Cognitive+development+and+student+approaches+to+learning:+An+investigation+of+Perry%27s+theory+with+Chinese+and+U.S.+university+studentsen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-23044526239en_HK
dc.identifier.hkuros59191en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-23044526239&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume41en_HK
dc.identifier.issue3en_HK
dc.identifier.spage239en_HK
dc.identifier.epage261en_HK
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK
dc.identifier.scopusauthoridWatkins, D=7203077839en_HK

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