By Ronnel B. King, Allan B. I. Bernardo
This ebook celebrates the scholarly achievements of Prof. David A. Watkins, who has pioneered learn at the psychology of Asian beginners, and is helping readers snatch the cognitive, motivational, developmental, and socio-cultural elements of Asian novices studying reviews. quite a lot of empirical and evaluation papers, which research the features of those studies as they're formed by way of either the particularities of various academic systems/cultural milieus and common rules of human studying and improvement, are showcased. the person chapters, which discover freshmen from fourteen Asian nations, self reliant areas, and/or economies, construct on study topics and techniques from Prof. Watkins’ learn paintings, and are facts of the extensive value and enduring relevance of his seminal mental learn on freshmen and the training process.
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Extra resources for The Psychology of Asian Learners: A Festschrift in Honor of David Watkins
In Chap. 3, Li provided an overview of her research on Chinese beliefs about learning and how they see an ideal learner. She contrasted the Chinese virtue-oriented model of learning with the Western mind-oriented view and elucidated the key role that culture plays in shaping these beliefs. She ended her chapter by discussing her current work on the learning beliefs of Chinese immigrants and the implications of these beliefs for overall intellectual development. In Chap. 4, Choi focused on the epistemological beliefs of Korean students.
Biggs, J. B. ). (1996). The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong/Melbourne, Australia: Comparative Education Research Centre/Australian Council for Educational Research. Watkins, D. , & Biggs, J. B. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins & J. B. ), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 3–26). Hong Kong/Melbourne, Australia: Comparative Education Research Centre/Australian Council for Educational Research.
Second, in each year of the 3-year longitudinal studies which forms the basis of the psychometric investigation of school motivation in cultural context reported in McInerney (2003b), all students were asked a series of open-ended questions to investigate what types of things motivate them to work well at school, what things made it difﬁcult for them to do well at school, why they thought some students left school before they completed high school, and what types of things would encourage students to complete high school and to go on to some further education such as college or university.