Relationships between learning strategies and self-efficacy: A cross-cultural comparison between Taiwan and the United States using latent class analysis. (16th December 2020)

• Record Type: Journal Article
• Authors: Wu, Yi-Jhen; Kiefer, Sarah M.; Chen, Yi-Hsin
• Is Part Of: International journal of school & educational psychology. Volume 8(2020)Supplement 1
• Page Start: 91
• Page End: 103
• Publication Date: 2020-12-16
• Subjects: Learning strategies -- self-efficacy -- latent class analysis -- PISA 2012; Educational psychology -- Periodicals; Educational psychology; Periodicals; 370.15
• DOI: 10.1080/21683603.2019.1566104
• Languages: English
• ISSNs: 2168-3611

Abstract

ABSTRACT: Learning behavior of East Asian students has been debated due to their striking performance on international large-scale assessments. This study was a comparative study using latent class analysis to examine students' perceptions of learning strategies, students' reported learning strategy use, and the relationships between learning strategies and self-efficacy across Taiwanese and American students in the Program for International Student Assessment (PISA) 2012. The results indicate that learning strategy items were perceived equivalently. Taiwanese students (5%) reported less memorization than American students (19%). More Taiwanese students (63%) reported elaboration strategy; more American students (57%) reported control strategy. High self-efficacy Taiwanese students reported memorization the least; high self-efficacy American students reported elaboration less than control strategy. Implications are discussed.