Epistemological beliefs, approaches to learning, and student performance in a UK Master’s programme with high Chinese enrolment

Author:

Evans Lee A.1,Ercolani Marco G.2ORCID,Davies Peter3ORCID

Affiliation:

1. Birmingham Business School, University House, University of Birmingham, Birmingham, UK

2. Department of Economics, University House, University of Birmingham, Birmingham, UK

3. School of Education, University of Birmingham, Birmingham, UK

Publisher

Informa UK Limited

Subject

Education

Reference51 articles.

1. Epistemic beliefs and academic performance across soft and hard disciplines in the first year of college

2. Anderson, R. D., & Rubin, H. (1956). Statistical inference in factor analysis. Proceedings of the Third Berkeley Symposium of Mathematical Statistics and Probability, 5, 111–150. https://digitalassets.lib.berkeley.edu/math/ucb/text/math_s3_v5_article-08.pdf

3. Biggs, J. B. (1987). The study process questionnaire (SPQ): Manual. Australian Council for Educational Research.

4. Biggs, J. B. (1992). Why and how do Hong Kong students learn? Using the learning and study process questionnaires. Hong Kong University.

5. Biggs, J. B. (1996). Western Misperceptions of the Confucian-Heritage Learning Culture. In Watkins, D.A. & Biggs, J.B. (Eds.), The Chinese Learner: cultural, psychological and contextual influences. Comparative Education Research Centre. 978-0-86431-182-5.

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