Zhang L F
Department of Education, The University of Hong Kong, Hong Kong.
J Psychol. 2000 Jan;134(1):37-55. doi: 10.1080/00223980009600847.
The relationship of various learning approaches to students' academic achievement, abilities, and other characteristics was examined in a sample of university students in Hong Kong, mainland China, and the United States. The theoretical framework for this project was J. B. Biggs's (1987) theory of student learning approaches. The participants completed the Study Process Questionnaire (based on Biggs's theory) and provided a variety of demographic information. The participants' achievement scores and self-rated scores on analytical, creative, and practical abilities were also obtained. Results indicated that scores on certain subscales of the Study Process Questionnaire statistically predicted participants' achievement beyond their self-rated abilities. In addition, certain learning approaches were significantly related to the participants' ages, gender, parents' education levels, and their travel and work experiences. Implications of these findings are discussed as they relate to teaching and learning.
在香港、中国大陆和美国的大学生样本中，研究了各种学习方法与学生学业成绩、能力及其他特征之间的关系。该项目的理论框架是J. B. 比格斯（1987）的学生学习方法理论。参与者完成了学习过程问卷（基于比格斯的理论）并提供了各种人口统计学信息。还获取了参与者的成绩分数以及他们在分析、创造和实践能力方面的自评分数。结果表明，学习过程问卷某些分量表的分数在统计学上能够预测参与者的成绩，且超出了他们的自评能力。此外，某些学习方法与参与者的年龄、性别、父母教育水平以及他们的旅行和工作经历显著相关。本文讨论了这些研究结果对教学的启示。
