Are Chinese University Students More Likely to Exhibit a Surface Approach to Learning than Other International Students in Finland?

Autor/inn/en	Sakurai, Yusuke; Pyhältö, Kirsi; Lindblom-Ylänne, Sari
Titel	Are Chinese University Students More Likely to Exhibit a Surface Approach to Learning than Other International Students in Finland?
Quelle	In: Journal of Research in International Education, 13 (2014) 2, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240914540119
Schlagwörter	Asians; Foreign Countries; Cognitive Style; Foreign Students; Study Habits; Comparative Analysis; College Students; Cultural Differences; Factor Analysis; Student Attitudes; Teaching Methods; Online Surveys; Graduate Students; Undergraduate Students; Finland + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Cognitive styles; Kognitiver Stil; Study behavior; Study behaviour; Studienverhalten; Collegestudent; Kultureller Unterschied; Faktorenanalyse; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Finnland
Abstract	This article is based on a study which investigated whether Chinese international students at a university in Finland are more likely to rely on a Surface approach to learning and dismiss a Deep approach than are other international students in the same university educational context. In responding to a survey, students' scores with respect to the Deep approach and Organized Studying did not significantly differ between the groups. However, the Chinese students appeared slightly to exhibit the Surface approach to a greater extent, although this result was tentative when the students' extreme response styles were taken into account. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10