Relationships of cognitive and metacognitive learning strategies to Mathematics achievement in four high-performing East Asian education systems

Relationships of cognitive and metacognitive learning strategies to Mathematics achievement in four high-performing East Asian education systems

• Areepattamannil, Shaljan National Institute of Education, Nanyang Technological University, Singapore
• Caleon, Imelda S. National Institute of Education, Nanyang Technological University, Singapore

Journal of Genetic Psychology, 174(6), 696-702, 2013

Psychology Press

2013

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• C Psychology & Learning
  • CB Psychology of Learning
• P Social Context of Education
  • PB Comparative Education

Cognitive Learning Strategies Control Strategies Elaboration Strategies Korea Mathematics Achievement Memorization Strategies Metacognitive Learning Strategies PISA Shanghai-China Singapore

• China
• Hong Kong
• Singapore
• South Korea

• 1997.7 onwards

• Secondary Education

The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education systems, memorization strategies were negatively associated with mathematics achievement, whereas control strategies were positively associated with mathematics achievement. However, the association between elaboration strategies and mathematics achievement was a mixed bag. In Shanghai-China and Korea, elaboration strategies were not associated with mathematics achievement. In Hong Kong-China and Singapore, on the other hand, elaboration strategies were negatively associated with mathematics achievement. Implications of these findings are briefly discussed.
[Copyright of Journal of Genetic Psychology is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00221325.2013.799057]

• English

Journal Articles

• 00221325

• 10.1080/00221325.2013.799057

https://bibliography.lib.eduhk.hk/en/bibs/2ba677cc

2014-05-29