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The role of cramming for examinations and its impact on the use of learning strategies : A comparison between Japanese students and Singaporean students
https://mue.repo.nii.ac.jp/records/243
https://mue.repo.nii.ac.jp/records/243d0ef2bf6-3fba-4122-a520-e9df48a675ea
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00008266800 (2.0 MB)
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| アイテムタイプ | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2012-01-01 | |||||
| タイトル | ||||||
| タイトル | The role of cramming for examinations and its impact on the use of learning strategies : A comparison between Japanese students and Singaporean students | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | cramming for examination | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | learning strategy | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | metacognitive judgment | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 記事種別(英) | ||||||
| 言語 | en | |||||
| 値 | Article | |||||
| 論文名よみ | ||||||
| その他のタイトル | The role of cramming for examinations and its impact on the use of learning strategies : A comparison between Japanese students and Singaporean students | |||||
| 著者名(英) |
TAIRA, Makio
× TAIRA, Makio× Chan Hoong, Leong |
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| 著者所属(英) | ||||||
| 言語 | en | |||||
| 値 | Miyagi University of Education, Japan | |||||
| 著者所属(英) | ||||||
| 言語 | en | |||||
| 値 | National University of Singapore, Singapore | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Students use variety of learning strategies to achieve their perceived learning goals. These strategies range from memory-oriented learning typical of cramming for objective tests, to deep-processing strategies characteristic of what we have defined as "authentic learning." Students' choices of learning strategies depend not only on the style of teaching and assessment, but also on students' perceptions of their learning goals. This paper intends to show that cramming for high-stakes test can foster use of psychologically sound and creative learning strategies such as meaningful learning, structural learning, and metacognitive judgment. The larger the amount of content knowledge students must learn in order to pass a high-stakes exam, the more sophisticated the learning strategies need to be. Our data from Japanese students and Singaporean students show the effect of cramming for high-stakestest foster developmental changes in students' learning strategies. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1125110X | |||||
| 書誌情報 |
宮城教育大学紀要 巻 47, p. 345-355, 発行日 2012 |
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