Misconceptions about the learning approaches, motivation and study practices of Asian students

By David Kember. 2000

515 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/486a9f408e0d040f21ece559d042b22ece95bab0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Differing perceptions in the feedback process (2006, background): “Respondents were Hong Kong Chinese students who do have particular characteristics, although the extent to which they differ from other students are sometimes misconceived or exaggerated (Kember, 2000).”
Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers (2010, background): “Using a quantitative research approach, Biggs (1987, 1993) and other researchers (Entwistle, 1981, 2007; Kember, 2000; Ramsden, 1992; Watkins, 1996) investigated the deep and surface approaches to learning adopted by thousands of students from different countries.”
Is the learning approach of students from the Confucian heritage culture problematic? (2013, background): “Similarly, Kember (2000) also uses evidence from over 90 action research projects to disprove the common assertions that Asian students prefer passive learning.”
Learning cultures and learning styles: myth-understandings about adult (Hong Kong) Chinese learners (2002, background): “In fact, a better understanding of such ‘Chinese learning styles’ as ‘deep memorization’, collaborative group learning (Tang 1996, Kember 2000) and the pastoral role teachers play outside the classroom (Pratt 1999) could well benefit the Western learner.”
Collaborative Group Interactions of Students from Two Ethnic Backgrounds (2003, background): “Studies conducted in Hong Kong (Biggs, 1987) and in Australia (Kember, 2000; Volet, Renshaw & Tietzel, 1994) suggest that students of Chinese background, an ethnicity representing a high proportion of overseas students in Australia, are more achievement oriented than their Western peers.”
Business simulation as an active learning activity for developing soft skills (2016, background): “However, Kember (2000) argued that this abstract learning style is due to factors other than Asian culture and societal factors, like for instance academics’ assumptions on learning styles.”
A cross-cultural comparison of student learning patterns in higher education (2012, unknown): “ In many studies attempts to memorise, yet high achievement, have been widely attributed to Asian students (Kember, 1996; 2000).”
Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents (2007, background): “In interviews about academics, 40% of Hong Kong students mention intrinsic interest in their studies as well as extrinsic interest in obtaining a good career to aid themselves and their family (Kember 2000).”
Soft skills at the Malaysian institutes of higher learning (2009, background): “This phenomenon is also common in other developing countries in Asia (Kember and Gow 1991; Kember 2000; Wong 2004).”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “Generally, authors comment that students probably tend to use less desirable approaches (surface), mainly in tertiary studies, as they are adapting to the new institutional demands (e.g. heavy curriculum, work pressures, assessment procedures) (Gow & Kember, 1990; Kember, 2000).”
Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney (2008, background): “Kember (1996, 2000) suggested that the qualitative evidence for the various forms of combining memorization and understanding meant that approaches to learning for specific learning tasks might be better characterized as a continuum between deep and surface poles, rather than as two discrete…”
An Empirical Test of Cooperative Learning in a Passive Learning Environment (2005, methodology): “The least strenuous way to accomplish this objective is to adopt old and traditional teaching methods (Kember 2000).”
An examination of the interrelationships between self‐esteem, others' expectations, family support, learning approaches and academic achievement (2008, background): “Previous research suggests that students’ learning approaches, emotional and social competencies change as a result of their formal educational experiences as they progress in their studies (Gow and Kember 1990; Richardson 1994; Kember 2000; Parker et al. 2006).”