期刊論文
Relationships of cognitive and metacognitive learning strategies to Mathematics achievement in four high-performing East Asian education systems
EdLink- Relationships of cognitive and metacognitive learning strategies to Mathematics achievement in four high-performing East Asian education systems
- Journal of Genetic Psychology, 174(6), 696-702, 2013
- Psychology Press
- 2013
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- China
- Hong Kong
- Singapore
- South Korea
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- 1997.7 onwards
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- 中學教育
- 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]
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- 英文
- 期刊論文
-
- 00221325
- https://bibliography.lib.eduhk.hk/tc/bibs/2ba677cc
- 2014-05-29
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