Studying Approaches: Samples in China, Kuwait, and USA

Autor/inn/en	Fusilier, Marcelline; Bhuyan, Rafiqul; Russell, John; Lin, Shan; Yang, Shuai
Titel	Studying Approaches: Samples in China, Kuwait, and USA
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 1, S.282-294 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-11-2020-0385
Schlagwörter	Learning Strategies; Foreign Countries; Business Administration Education; College Students; Measures (Individuals); Study Habits; Test Reliability; Cross Cultural Studies; China; Kuwait; United States; Approaches to Studying Inventory + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Collegestudent; Messdaten; Study behavior; Study behaviour; Studienverhalten; Testreliabilität; Cultural comparison; Kulturvergleich; USA
Abstract	Purpose: Student approaches to studying were explored in business courses with samples in China, Kuwait and the USA. Information on approaches to studying is critical as delivery and content of educational practices are increasingly adapted to different world regions. Design/methodology/approach: The Revised Approaches to Studying Inventory (RASI) was administered to address the extent to which students focused studying on deep learning of concepts, surface learning/memorization of material or strategic maximization of grades. Findings: Results suggested (1) acceptable reliability for the RASI scales, (2) higher mean scores on deep, surface and strategic approaches for the Kuwait versus the China or USA samples, and (3) an interaction effect between country sample and strategic studying on the dependent variable of reported grade point average. Originality/value: The research focuses on student initiative in the educational process. Also, comparative evidence from the Middle Eastern context is provided. This area has received relatively little attention in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01