A Cross-Cultural Investigation on Perseverance, Self-Regulated Learning, Motivation, and Achievement

Autor/inn/en	Xu, Kate M.; Cunha-Harvey, Anna Rita; King, Ronnel B.; de Koning, Bjorn B.; Paas, Fred; Baars, Martine; Zhang, Jingjing; de Groot, Renate
Titel	A Cross-Cultural Investigation on Perseverance, Self-Regulated Learning, Motivation, and Achievement
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 3, S.361-379 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Koning, Bjorn B.) ORCID (Zhang, Jingjing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1922270
Schlagwörter	Metacognition; Prediction; Academic Persistence; Academic Achievement; Learning Strategies; Cross Cultural Studies; Achievement Tests; International Assessment; Foreign Countries; Secondary School Students; Memorization; Correlation; Cultural Differences; Western Civilization; Asian Culture; Learning Motivation; Resilience (Psychology); Hong Kong; South Korea; Australia; New Zealand; United States; United Kingdom (Scotland); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cultural comparison; Kulturvergleich; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Gedächtnistraining; Korrelation; Kultureller Unterschied; Motivation for studies; Lernmotivation; Hongkong; Korea; Republik; Australien; Neuseeland; USA
Abstract	Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students' perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01