A Cross-Cultural Comparison of College Students' Learning Strategies for Academic Achievement between South Korea and the USA

Autor/inn/en	Lee, Hye-Jung; Lee, Jihyun; Makara, Kara A.; Fishman, Barry J.; Teasley, Stephanie D.
Titel	A Cross-Cultural Comparison of College Students' Learning Strategies for Academic Achievement between South Korea and the USA
Quelle	In: Studies in Higher Education, 42 (2017) 1, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1045473
Schlagwörter	Cross Cultural Studies; Grade Point Average; Learning Strategies; High Achievement; Accountability; Predictor Variables; Foreign Countries; Institutional Mission; Higher Education; Cultural Influences; Correlation; Student Surveys; Student Attitudes; Study Habits; Undergraduate Students; Asians; Multiple Regression Analysis; Statistical Analysis; Likert Scales; Qualitative Research; South Korea; United States + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Verantwortung; Prädiktor; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural influence; Kultureinfluss; Korrelation; Schülerbefragung; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Statistische Analyse; Likert-Skala; Qualitative Forschung; Korea; Republik; USA
Abstract	This study explores how the relationship between college students' learning strategies and their grade point average (GPA) differs across two culturally different institutions. Surveys of 621 students at a South Korean university and 824 students at a university in the USA were used to assess four types of learning strategies: motivation-related, assignment/task-related, planning/time-related, and cognition-related strategies. The results show that all four types of learning strategies significantly predict students' GPA at the Korean university, whereas only motivation-related and assignment/task-related strategies predict students' GPA at the US university. The cognition-related learning strategy factor is the strongest predictor of GPA for Korean students, but it is unrelated to US students' GPA. The resulting differences in the learning strategies used to obtain high achievement are interpreted through the lens of cultural influence and institutional accountability with respect to the missions of higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01