The Impact of Individual Factors on the Academic Attainment of Chinese and UK Students in Higher Education

Autor/inn/en	Crawford, Ian; Wang, Zhiqi
Titel	The Impact of Individual Factors on the Academic Attainment of Chinese and UK Students in Higher Education
Quelle	In: Studies in Higher Education, 40 (2015) 5, S.902-920 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.851182
Schlagwörter	Foreign Countries; Cross Cultural Studies; Cultural Differences; Undergraduate Students; Academic Achievement; Gender Differences; Longitudinal Studies; Grades (Scholastic); Majors (Students); Curriculum Design; Teaching Methods; Student Evaluation; Accounting; Finance Occupations; Foreign Students; Regression (Statistics); Prior Learning; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Schulleistung; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Notenspiegel; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Abrechnung; Buchführung; Buchhaltung; Finanzbuchhalter; Regression; Regressionsanalyse; Vorkenntnisse; Großbritannien
Abstract	This study investigates the academic performance differences between Chinese and UK students in a UK university using two undergraduate cohorts by uniquely exploring academic performance patterns among Chinese and UK students across a full degree study period (3 or 4 years). The results reveal a dramatic drop in performance among Chinese students from year 1 to year 2 and increasingly significant performance gaps between Chinese and UK students in the final academic year by gender, prior academic performance, degree programme, prior academic qualification and enrolment year. Among Chinese students, their final degree mark is not influenced by gender, prior academic performance, prior academic qualification or degree programme. The distinctive nature of Chinese students in higher education is clearly demonstrated here and such uniqueness warrants further work focusing on learning approaches, curriculum design and the contents of assessments, in the context of academic achievement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01