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.
Table of Contents
Notes on contributors
Chapter 1: Cognition, metacognition and academic performance: What are the differences between east asian and western? (Michael C. W. Yip)
Part I – Cognition, metacognition and academic performance in China, Hong Kong and Taiwan
Chapter 2: Relations of metacognitive and motivational strategies to test and homework performance in chinese students (Eunsook Hong, Yun Peng, Lonnie Rowell and Harold F. O’Neil, Jr.)
Chapter 3: English language learners in chinese high schools: Self-efficacy profiles (Chuang Wang and Do-Hong Kim)
Chapter 4: Academic achievement of Hong Kong chinese students: Motivational perspective (Rebecca Wing-yi Cheng and Wing-kai Fung)
Chapter 5: Development of metacognition and its relationship to academic performance and learning experience in east asian students studying in Hong Kong (Kevin Downing and Hiu Tin Leung)
Chapter 6: Cognition strategies, metacognition strategies and academic performance in Taiwan (Huey-Min Wu)
Part II – Cognition, metacognition and academic performance in Japan, Singapore and South Korea
Chapter 7: Situating metacognition in context: importance of others and affect in metacognitive interventions (Osamu Takeuchi and Maiko Ikeda)
Chapter 8: Strategies for achieving deep understanding and improving learning skills: New approaches to instruction and lesson study in japanese schools (Yuri Uesaka, Tatsushi Fukaya and Shin’ichi Ichikawa)
Chapter 9: Academic help seeking, implicit beliefs of ability and achievement of Singapore students (Wenshu Luo)
Chapter 10: Cultural reading on korean students’ learning strategies (Jongho Shin, Myoung-Seop Kim and Yoonji Kim)
Michael C. W. Yip is an Associate Professor in the Department of Psychology at the Education University of Hong Kong. His research interests include Cognitive Sciences, Educational Psychology and Experimental Psycholinguistics.