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Universal Factors of Student Achievement in High-Performing Eastern and Western Countries
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- Author(s): Lee, Jihyun
- Language:
English- Source:
Journal of Educational Psychology. May 2014 106(2):364-374.- Publication Date:
2014- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org
- Peer Reviewed: Y
- Source: 11
- Subject Terms: Academic Achievement; High Achievement; Student Attitudes; Student Behavior; Foreign Countries; International Programs; Testing Programs; Effect Size; Reading Achievement; Literature Appreciation; Reading Strategies; Predictor Variables; Cross Cultural Studies; Hierarchical Linear Modeling; Regression (Statistics); Correlation; Differences; Regional Characteristics
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1037/a0035609
- ISSN: 0022-0663
- Abstract: This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South Korea, Hong Kong China, Singapore, and Japan; 5 top-performing Western countries, including Finland, Canada, New Zealand, Australia, and the Netherlands; and the 3 "superpower" countries of Germany, the United Kingdom, and the United States. Ten extensively studied achievement-related attitudinal and behavioral variables--including attitudes toward school, enjoyment, learning strategies, reading habits, and reading strategies--were investigated. Overall, when comparing the East and West across the 10 variables, there were small to medium effect sizes, with Cohen's d ranging from 0.04 to 0.47, which resulted in salient differences between the 2 regions. More important, there were striking similarities across all 13 countries in their "best" predictor of reading achievement--either enjoyment of reading or utilization of reading strategies to efficiently summarize the text. Enjoyment of reading in particular was a strong predictor at both individual and country levels. This study concludes that what motivates human learning is invariant across countries with vastly different educational, cultural, and language systems.
- Abstract: As Provided
- Number of References: 61
- Publication Date: 2015
- Accession Number: EJ1054530
- Availability:
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