Cognition, Metacognition and Academic Performance

An East Asian Perspective
1. Auflage 2019
ISBN: 978-0-367-27198-5
Verlag: Routledge

Buch, Englisch, 160 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 272 g

Reihe: Routledge Research in Achievement and Gifted Education

Learning strategies and academic performance have been extensively investigated but relatively few studies were conducted in East Asia. 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 book will be of interest to researchers and educators in the area of education, education psychology, cross-cultural studies, education policy, curriculum and instruction and regional studies.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Yip, Michael C. W.

Yip, Michael

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

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

Über Autor(innen)

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.