Hong Kong Teacher Education Students' Epistemological Beliefs and Approaches to Learning

Biggs J. (1987), Student Approaches to Learning and Studying. Hawthorn, Vic.: Australian Council for Educational Research.

Biggs J. (1990), ‘Effects of language medium of instruction on approaches to learning’, Educational Research Journal 5, 16–26.

Biggs J. (1991), ‘Approaches to learning in secondary and tertiary students in Hong Kong: Some comparative studies’, Educational Research Journal 6, 27–39.

Biggs J. (1993), ‘What do inventories of students' learning processes really measure? A theoretical review and clarification’, British Journal of Educational Psychology 63, 1–17.

Biggs J. Moore P. (1993), The Process of Learning, third edition, New York: Prentice Hall.

Campbell J. Brownlee J. Smith D. (1996), ‘The differential impact of teachers' approaches to teaching on secondary students' approaches to learning’, Education Research and Perspectives 23 (2), 95–111.

Chalmers D. Volet S. (1997), ‘Common misconceptions about students from South East Asia studying in Australia’, Higher Education Research and Development 16 (1), 87–98.

Chan K. W. (2000), ‘Teacher Education Students' Epistemological Beliefs: Cultural perspectives on learning and teaching’, paper presented at the AARE conference ‘Towards an Optimistic Future’, Sydney, 4–7 December, pp. 1–15.

Chan K. W. Elliott R. G. (2000), ‘Exploratory study of epistemological beliefs of Hong Kong teacher education students: Resolving conceptual and empirical issues’, Asia Pacific Journal of Teacher Education 28 (3), 225–34.

Dunkin M. J. Biddle B. J. (1974), The Study of Teaching, New York: Holt Rinehart & Winston.

Dweck C. S. Leggett E. L. (1988), ‘A social-cognitive approach to motivation and personality’, Psychological Review 95, 256–73.

Entwistle N. J. Ramsden P. (1983), Understanding Student Learning, London: Croom Helm.

Entwistle N. J. Tait H. (1994), The Revised Approaches to Studying Inventory, Edinburgh: Centre for Research into Learning and Instruction, University of Edinburgh.

Hofer B. (1994), ‘Epistemological Beliefs and First-year College Students: Motivation and cognition in different instructional contexts’, paper presented at the annual meeting of the American Psychological Association, Los Angeles, August.

Hofer B. Pintrich P. R. (1997), ‘The development of epistemological theories: Beliefs about knowledge and knowing and their relations to learning’, Review of Educational Research 67 (1), 88–140.

Jehng J. J. Johnson S. D. Anderson R. C. (1993), ‘Schooling and students' epistemological beliefs about learning’, Contemporary Educational Psychology 18, 23–35.

Kember D. (1996), ‘The intention to both memorise and understand: Another approach to learning?’ Higher Education 31, 341–54.

Kember D. Gow L. (1990), ‘Cultural specificity of approaches to study’, British Journal of Educational Psychology 60, 356–63.

Marton F. Saljo R. (1976), ‘Qualitative differences in learning’, 1 ‘Outcome and process’, British Journal of Educational Psychology 46, 115–27.

Marton F. Watkins D. Tang C. (1997), ‘Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong’, Learning and Instruction 7 (1), 21–48.

McKay J. Kember D. (1997), ‘Spoon feeding leads to regurgitation: A better diet can result in more digestible learning outcomes’, Higher Education Research and Development 16 (1), 55–67.

Paulsen M. B. Feldman K. A. (1999), ‘Student motivation and epistemological beliefs’, New Directions for Teaching and Learning 78, 77–80.

Paulsen M. B. Gentry J. A. (1995), ‘Motivation, learning strategies, and academic performance: A study of the college finance classroom’, Financial Practice and Education 5 (1), 78–89.

Pintrich P. R. Schrauben B. (1992), ‘Students' motivational beliefs and their cognitive engagement in classroom academic tasks’, in Schunk D. Meece J. (eds), Student Perceptions in the Classroom, Hillsdale NJ: Erlbaum.

Pintrich P. R. Smith D. A. F. Garcia T. McKeachie W. J. (1993), ‘Reliability and predictive validity of the Motivated Strategies for Learning questionnaire (MSLQ)’, Educational and Psychological Measurement 53, 801–3.

Qian G. Alvermann D. (1995), ‘Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text’, Journal of Educational Psychology 87 (2), 282–92.

Ryan M. P. (1984), ‘Monitoring text comprehension: Individual differences in epistemological standards’, Journal of Educational Psychology 76 (2), 248–58.

Sadler-Smith E. Tsang F. (1998), ‘A comparative study of approaches to studying in Hong Kong and the United Kingdom’, British Journal of Educational Psychology 68, 81–93.

Salili F. (1995), ‘Explaining Chinese students' motivation and achievement: A socio-cultural analysis’, in Maehr M. L. Pintrich P. R. (eds), Advances in Motivation and Achievement IX, pp. 73–118. Greenwich CT: Jai Press.

Schoenfeld A. H. (1985), Mathematical Problem Solving, San Diego CA: San Diego Academic Press.

Schommer M. (1990), ‘Effects of beliefs about the nature of knowledge on comprehension’, Journal of Educational Psychology 82 (3), 498–504.

Schommer M. (1994), ‘Synthesizing epistemological beliefs research: Tentative understandings and provocative conclusions’, Educational Psychology Review 6 (4), 293–319.

Schommer M. (1998), ‘The influence of age and education on epistemological beliefs’, British Journal of Educational Psychology 68, 551–62.

Schommer M. Walker K. (1995), ‘Are epistemological beliefs similar across domains?’ Journal of Educational Psychology 87 (3), 424–32.

Schutz P. A. Pintrich P. R. Young A. J. (1993), ‘Epistemological Beliefs, Motivation, and Student Learning,’ paper presented at the annual meeting of the American Educational Research Association, Atlanta GA: April.

Vermunt D. H. M. (1988), ‘Analysis and development of students' skill in self-regulated learning’, Higher Education 17 (6), 647–82.

Vermunt D. H. M. (1989), ‘The Interplay between Internal and External Regulation of Learning, and the Design of Process-oriented Instruction’, paper presented at the third conference of the European Association of Research on Learning and Instruction, Madrid, 4–7 September.

Watkins D. Biggs J. , eds (1996), The Chinese Learner: Cultural, psychological, and contextual influences, Hong Kong: Comparative Education Research Centre, University of Hong Kong; Hawthorn, Vic.: Australian Council for Educational Research.

Watkins D. Hattie J. (1985), ‘A longitudinal study of the approaches to learning of Australian tertiary students’, Human Learning 4, 127–41.

Watkins D. Ismail M. (1994), ‘Is the Asian learner a rote learner? A Malaysian perspective’, Contemporary Educational Psychology 19, 483–8.

Watkins D. Regmi M. Astilla E. (1991), ‘The Asian-learner-as-rote-learner stereotype: Myth or reality?’ Educational Psychology 11, 21–34.