Literaturnachweis - Detailanzeige
| Autor/inn/en | Cheng, Hong-Yu; Guan, Shu-Yi |
|---|---|
| Titel | Unravelling the Influence of Cognitive Style on Chinese Students' Classroom Behaviours: The Mediating Effects of the Structure-Oriented/Depth-Oriented Learning Approach |
| Quelle | In: Educational Psychology, 35 (2015) 4, S.497-512 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2013.817539 |
| Schlagwörter | Foreign Countries; Cognitive Style; Student Behavior; Undergraduate Students; Public Colleges; Holistic Approach; Learning Strategies; Questionnaires; Statistical Analysis; Regression (Statistics); China |
| Abstract | This study was designed to investigate how cognitive style affects Chinese students' learning behaviours in the classroom. A concept labelled as the structure-oriented vs. depth-oriented learning approach was constructed, and its mediating effects in the link between cognitive style and learning behaviour were proposed and examined in this study. Three measures assessing cognitive style, learning approach and learning behaviour in the classroom were administered to 332 undergraduates recruited from two large public universities in China. The results of data analyses revealed that Chinese students tended to be more holistic in cognitive style, and holistic style significantly predicted learning behaviour. It was also found that the structure-oriented learning approach significantly mediated the association between holistic style and learning behaviour. The findings were, in general, supportive of the major assumption of this study that cognitive style plays a role in explaining the behavioural traits presented by Chinese students in the classroom. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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