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

  • Linda Price
    ,
  • John T.E. Richardson
    ,
  • Bernadette Robinson
    ,
  • Xia Ding
    ,
  • Xiaoling Sun
    ,
  • Cuiling Han
  • Open University Milton Keynes
    ,
  • University of Nottingham
    ,
  • Gansu Radio and Television University
Research Output: Contribution to journal Article Peer-review

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 159-175

Journal (Volume, Issue Number)

Asia Pacific Journal of Education (Volume 31, Issue 2)

Publication milestones

  • Published - 24/06/2011

Publication status

Published - 24/06/2011

ISSN

0218-8791

External Publication IDs

  • handle.net: 10547/622649
  • Scopus: 79960189388

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