Universal Factors of Student Achievement in High-Performing Eastern and Western Countries

Autor/in	Lee, Jihyun
Titel	Universal Factors of Student Achievement in High-Performing Eastern and Western Countries
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.364-374 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035609
Schlagwörter	Academic Achievement; High Achievement; Student Attitudes; Student Behavior; Foreign Countries; International Programs; Testing Programs; Effect Size; Reading Achievement; Literature Appreciation; Reading Strategies; Predictor Variables; Cross Cultural Studies; Hierarchical Linear Modeling; Regression (Statistics); Correlation; Differences; Regional Characteristics; Australia; Canada; China (Shanghai); Finland; Germany; Hong Kong; Japan; Netherlands; New Zealand; Singapore; South Korea; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Student behaviour; Ausland; Leseleistung; Literarische Wertung; Reading strategy; Leselernstufe; Lesetechnik; Prädiktor; Cultural comparison; Kulturvergleich; Regression; Regressionsanalyse; Korrelation; Unterscheiden; Regionaler Faktor; Australien; Kanada; Finnland; Deutschland; Hongkong; Niederlande; Neuseeland; Singapur; Korea; Republik; Großbritannien; USA
Abstract	This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South Korea, Hong Kong China, Singapore, and Japan; 5 top-performing Western countries, including Finland, Canada, New Zealand, Australia, and the Netherlands; and the 3 "superpower" countries of Germany, the United Kingdom, and the United States. Ten extensively studied achievement-related attitudinal and behavioral variables--including attitudes toward school, enjoyment, learning strategies, reading habits, and reading strategies--were investigated. Overall, when comparing the East and West across the 10 variables, there were small to medium effect sizes, with Cohen's d ranging from 0.04 to 0.47, which resulted in salient differences between the 2 regions. More important, there were striking similarities across all 13 countries in their "best" predictor of reading achievement--either enjoyment of reading or utilization of reading strategies to efficiently summarize the text. Enjoyment of reading in particular was a strong predictor at both individual and country levels. This study concludes that what motivates human learning is invariant across countries with vastly different educational, cultural, and language systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01