1991．第6卷（Vol. 6）．pp. 2739
Approaches to Learning in Secondary and Tertiary Students in Hong Kong: Some Comparative Studies
J. B. BIGGS
Two seemingly conflicting stereotypes exist about Asian students: (i) they are committed to a low level, rote-biased (or "surface") approach to learning; (ii) they achieve disproportionately well, particularly at tertiary level. Evidence for the former view is mostly anecdotal, often extrapolated from what appear to be unfavourable teaching environments; evidence favouring the second view comes from a variety of sources. In the present study, students from Hong Kong portrayed a profile of motives and learning strategies that suggested a more "academic" approach to learning and studying than that of Australian secondary and tertiary students. Given also that Asians' attributions for academic success are more controllable, and therefore more amenable to intervention, than are those of Western students, questions might be asked about the "fit" of teaching methods to students' characteristic approaches to learning.