Overview

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.

Full Product Details

Author:   Michael Yip (The Hong Kong Institute of Education, Hong Kong)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.317kg
ISBN:  

9780367271985

ISBN 10:   0367271982
Pages:   160
Publication Date:   21 March 2019
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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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Author Information

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.

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