Learning to Self-Perfect: Chinese Beliefs about Learning
By Jin Li. 2010
115 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/15e0bff210a3e27058fc26c844e5f9d7022983ca
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In Cognitive Neuroscience
In Experimental and Cognitive Psychology
Citations in the corpus
- Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “The long use of assessment as a means of social and personal life improvement (China Civilisation Centre, 2007) and the strong association between academic achievement and beliefs about personal worth and virtue (China Civilisation Centre, 2007; Li, 2009; Niu, 2007; Tsui & Wong, 2009) mean that exam”
- Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance. (2011, background): “An additional important distinction in the function of assessment in Chinese contexts is that a good person is one who scores well because examination results reflect the quality and worth of the individual (China Civilisation Centre, 2007; Li, 2009; Pong & Chow, 2002).”