In this study, a descriptive quantitative methodology for categorical data analysis that works well with small samples was used to investigate whether Chinese students' conceptions of learning included memorisation as an integral part of understanding, as suggested by phenomenographic studies. Twenty-five Chinese students attending the B. Ed. programme at the University of Hong Kong were asked to rank order six conceptions of learning. Results revealed an interesting multidimensional structure, suggesting that memorislng was seen as clearly distinct from knowledge and understanding. Contrasting conceptions of learning (such as memorisation vs changing as a person) were identified, similar to the previous distinction made between conceptions lacking, or being concerned with, constitutive meaning. These findings suggest multidimensional aspects to conceptions of learning for Chinese students that extend the notion of memorisation-understanding relations. Further inquiry in the areas of context, awareness, and types of memorisation would shed light on Chinese students' conceptions of learning. It is suggested that quantitative methodologies ideally suited to categorical data analysis with small samples could be used to supplement the results of qualitative phenomenographic methodologies on student conceptions of learning.
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http://dx.doi.org/10.1080/01443410303231 ]

Two studies were conducted to investigate the effects of cooperative learning on second-graders' motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers' instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second-graders participated in the instructional intervention programme. The results showed that students' positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701880159]

There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are significant and meaningful in distinguishing the two teacher groups and in predicting participation status.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/026013799293559]

This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational- and cognitive-metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.
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http://dx.doi.org/10.1080/03055690600948281]

This study aims to investigate the differences between high and low academic achieving Hong Kong University students in terms of learning and study strategies. A total of 180 Hong Kong University students participated in the present study by completing a revised Chinese version of the Learning and Study Strategies Inventory. Results indicated that there were significant differences between the two groups' study strategies. The author also found that attitude and motivation were two major factors that differentiated high academic achieving students from low academic achieving students.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701309126]