Sun, Haoda and Richardson, John T. E.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1007/s10734-011-9442-y|
|Google Scholar:||Look up in Google Scholar|
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 one-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.
|Item Type:||Journal Article|
|Copyright Holders:||2011 Springer Science+Business Media B.V.|
|Keywords:||approaches to studying; Chinese students; course experience questionnaire; perceptions of learning environment; revised approaches to studying inventory|
|Academic Unit/School:||Faculty of Business and Law (FBL)
Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||John T. E. Richardson|
|Date Deposited:||22 Jun 2011 14:57|
|Last Modified:||07 Feb 2017 11:14|
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