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    Approaches to studying and perceptions of the academic environment among university students in China

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    Authors
    Price, Linda
    Richardson, John T.E.
    Robinson, Bernadette
    Ding, Xia
    Sun, Xiaoling
    Han, Cuiling
    Affiliation
    Open University
    Issue Date
    2011-06-24
    Subjects
    China
    higher education
    X342 Academic studies in Higher Education
    
    Metadata
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    Abstract
    It has been claimed that students from 'Confucian-heritage' cultures approach studying in higher education differently from Western students. This study investigated the experiences and the approaches to studying of students at a university in China. A total of 356 students completed both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). Their responses to the CEQ yielded two factors concerned with student support and course demands. Their responses to the RASI yielded two factors: a deep/strategic approach and a surface approach. Students who rated their courses positively in terms of student support were more likely to adopt a deep/strategic approach. Students who rated their courses positively in terms of course demands were less likely to adopt a surface approach. In broad terms, the students' perceptions and approaches to studying were similar to those of Western students, though with some specific differences. The findings add to the literature on Chinese students' approaches to learning and also have practical implications for teachers seeking to promote more desirable forms of studying in their students.
    Citation
    Price L, Richardson JTE, Robinson B, Ding X, Sun X, Han C (2011) 'Approaches to studying and perceptions of the academic environment among university students in China', Asia Pacific Journal of Education, 31 (2), pp.159-175.
    Publisher
    Routledge
    Journal
    Asia Pacific Journal of Education
    URI
    http://hdl.handle.net/10547/622649
    DOI
    10.1080/02188791.2011.566996
    Additional Links
    https://www.tandfonline.com/doi/abs/10.1080/02188791.2011.566996
    Type
    Article
    Language
    en
    ISSN
    0218-8791
    ae974a485f413a2113503eed53cd6c53
    10.1080/02188791.2011.566996
    Scopus Count
    Collections
    Education

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