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Cultural specificity of approaches to study


Kember, D and Gow, L, Cultural specificity of approaches to study, British Journal of Educational Psychology, 60, (3) pp. 356-363. ISSN 0007-0998 (1990) [Refereed Article]

DOI: doi:10.1111/j.2044-8279.1990.tb00952.x


This paper discusses the cultural specificity of constructs reported in research into approaches to study of western students. Data are reported from a survey of approaches to study of students at a Hong Kong tertiary institution. The Biggs' Study Process Questionnaire (SPQ) was administered to a sample of 1043 students. The SPQ and the Approaches to Studying Inventory were both administered to a smaller sample to aid in interpretation of the data. The resulting factor structures for deep and achieving approach scales were reasonably consistent with those obtained in western countries. However, the results cast doubt on the direct transferability of the surface approach construct to Hong Kong students for whom a narrow approach appeared to predominate, characterised by a systematic, step‐by‐step, processing of information. Students tried to understand each segment of information before committing it to memory. It is suggested that the different approaches might arise because of either limited English language ability or the nature of schooling and upbringing of children in Hong Kong.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Specialist studies in education
Research Field:Comparative and cross-cultural education
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Kember, D (Professor David Kember)
ID Code:129412
Year Published:1990
Web of Science® Times Cited:113
Deposited By:Education
Deposited On:2018-11-28
Last Modified:2018-11-28

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