Cognition, Metacognition and Academic Performance: An East Asian Perspective

Description

Learning strategies and academic performance have been extensively investigated but relatively few studies were conducted in East Asia. This volume presents a reflection on the current status of metacognition and academic performance in the East Asian region. It serves to provide a more complete picture of the global study of how students‘ learning and studying strategies affect their acdemic performance. This book will be of interest to researchers and educators in the area of education, education psychology, cross-cultural studies, education policy, curriculum and instruction and regional studies. Cover Title Copyright Contents Contributors Preface 1 Cognition, metacognition and academic performance: what are the differences between East Asian and the Western? PART I Cognition, metacognition and academic performance in China, Hong Kong and Taiwan 2 Relations of metacognitive and motivational strategies to test and homework performance in Chinese students 3 English-language learners in Chinese high schools: self-efficacy profiles 4 Academic achievement of Hong Kong Chinese students: motivational perspective 5 Development of metacognition and its relationship to academic performance and learning experience in East Asian students studying in Hong Kong 6 Cognition strategies, metacognition strategies and academic performance in Taiwan PART II Cognition, metacognition and academic performance in Japan, Singapore and South Korea 7 Situating metacognition in context: importance of others and affect in metacognitive interventions 8 Strategies for achieving deep understanding and improving learning skills: new approaches to instruction and lesson study in Japanese schools 9 Academic help seeking, implicit beliefs of ability and achievement of Singapore students 10 Cultural reading on Korean students’ learning strategies Index