This volume presents a reflection on the current status of metacognition and academic performance in the East Asian region. It serves to provide a more complete picture of the global study of how students' learning and studying strategies affect their acdemic performance.
This volume presents a reflection on the current status of metacognition and academic performance in the East Asian region. It serves to provide a more complete picture of the global study of how students' learning and studying strategies affect their acdemic performance.
Michael C. W. Yip is an Associate Professor in the Department of Psychology at the Education University of Hong Kong. His research interests include Cognitive Sciences, Educational Psychology and Experimental Psycholinguistics.
Inhaltsangabe
Notes on contributors Preface Chapter 1: Cognition, metacognition and academic performance: What are the differences between east asian and western? Part I - Cognition, metacognition and academic performance in China, Hong Kong and Taiwan Chapter 2: Relations of metacognitive and motivational strategies to test and homework performance in Chinese students Chapter 3: English language learners in chinese high schools: Self-efficacy profiles Chapter 4: Academic achievement of Hong Kong chinese students: Motivational perspective Chapter 5: Development of metacognition and its relationship to academic performance and learning experience in east asian students studying in Hong Kong Chapter 6: Cognition strategies, metacognition strategies and academic performance in Taiwan Part II - Cognition, metacognition and academic performance in Japan, Singapore and South Korea Chapter 7: Situating metacognition in context: importance of others and affect in metacognitive interventions Chapter 8: Strategies for achieving deep understanding and improving learning skills: New approaches to instruction and lesson study in japanese schools Chapter 9: Academic help seeking, implicit beliefs of ability and achievement of Singapore students Chapter 10: Cultural reading on korean students' learning strategies Index
Notes on contributors Preface Chapter 1: Cognition, metacognition and academic performance: What are the differences between east asian and western? Part I - Cognition, metacognition and academic performance in China, Hong Kong and Taiwan Chapter 2: Relations of metacognitive and motivational strategies to test and homework performance in Chinese students Chapter 3: English language learners in chinese high schools: Self-efficacy profiles Chapter 4: Academic achievement of Hong Kong chinese students: Motivational perspective Chapter 5: Development of metacognition and its relationship to academic performance and learning experience in east asian students studying in Hong Kong Chapter 6: Cognition strategies, metacognition strategies and academic performance in Taiwan Part II - Cognition, metacognition and academic performance in Japan, Singapore and South Korea Chapter 7: Situating metacognition in context: importance of others and affect in metacognitive interventions Chapter 8: Strategies for achieving deep understanding and improving learning skills: New approaches to instruction and lesson study in japanese schools Chapter 9: Academic help seeking, implicit beliefs of ability and achievement of Singapore students Chapter 10: Cultural reading on korean students' learning strategies Index
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