Abstract
There is a common perception that Asian students relyupon rote learning and prefer passive forms oflearning, though, this appears to be incompatible withevidence of their high levels of achievement. Thisapparent dichotomy is explained by showing thatmemorisation can occur in conjunction with theintention to understand. It could also result fromstudents learning material by heart because theyperceive that is what the course and assessmentrequire. Evidence from over 90 action researchprojects is used to disprove the common assertionsthat Asian students prefer passive learning and resistteaching innovations. It is argued that motivationdisplayed by Asian students is not well described byconventional definitions in psychology textbooks.Courses which provide good career preparation are asource of motivation but it is not an extrinsic formof motivation which depresses intrinsic motivation.There are high levels of achieving motive, but itfrequently has a collective nature rather than beingindividual and competitive.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Biggs, J. and Lam, R. (1997). Action Learning Project: Final Evaluation Report. In D. Kember with T.S. Ha, B. H. Lam, A. Lee, S. Ng, L. Yan, and J.C.K. Yum. Hong Kong: Action Learning Project.
Biggs, J. (1987). Student Approaches to Learning and Studying. Melbourne: Australian Council for Educational Research.
Biggs, J. (1992). Why and How Do Hong Kong Students Learn? Using the Learning and Study Process Questionnaires. Hong Kong: Hong Kong University.
Biggs, J. (1996). 'Western misperceptions of the Confucian-heritage learning culture', in Watkins, D. and Biggs, J.B. (eds.), The Chinese Learner: Cultural, Psychological and Contextual Influences. Melbourne and Hong Kong: Australian Council for Educational Research and the Comparative Education Research Centre, University of Hong Kong.
Biggs, J.B. (1999). Teaching for Quality Learning at University: What the Student Does. Buckingham. SRHE: Open University Press.
Deci, E.L. and Ryan, R.M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York and London: Plenum Press.
Gibbs, G. (1992). Improving the Quality of Student Learning. Bristol: Technical and Educational Services.
Gow, L. and Kember, D. (1993). 'Conceptions of teaching and their relationship to student learning', British Journal of Educational Psychology 63, 20–33.
Gow, L., Balla, J., Kember, D. and Hau, K.T. (1996). 'Learning approaches of Chinese people: A function of socialisation processes and the context of learning?', in Bond, M.H. (ed.), The Handbook of Chinese Psychology. Hong Kong: Oxford University Press.
Hess, R.D. and Azuma, M. (1991). 'Cultural support for schooling: Contrasts between Japan and the United States', Educational Researcher 20(9), 2–8.
Ho, D.Y.F. (1981). 'Traditional patterns of socialisation in Chinese society', Acta Psychologica Taiwanica 23(2), 81–95.
Hunkin, F.P. (1980). Curriculum Development: Program Improvement. Columbus, OH: Charles E. Merrill.
Kember, D. (1996). 'The intention to both memorise and understand: Another approach to learning?', Higher Education 31, 341–351.
Kember, D. (1997). 'A reconcepualisation of the research into university academics' conceptions of teaching', Learning and Instruction 7(3), 255–275.
Kember, D. and Gow, L. (1990). 'Cultural specificity of approaches to study', British Journal of Educational Psychology 60, 356–363.
Kember, D. and Gow, L. (1991). 'A challenge to the anecdotal stereotype of the Asian student', Studies in Higher Education 16(2), 117–128.
Kember, D. and Gow, L. (1992). 'Action research as a form of staff development in higher education', Higher Education 23(3), 297–310.
Kember, D. and Gow, L. (1994). 'Orientations to teaching and their effect on the quality of student learning', Journal of Higher Education 65(1), 58–74.
Kember, D. with Jones, A., Loke, A.Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F.K.Y., Wong, M.W.L. and Yeung, E. (in press). Reflective Teaching and Learning in the Health Professions. Oxford: Blackwell Science.
Kember, D. and McKay, J. (1996). 'Action research into the quality of student learning: A paradigm for faculty development', Journal of Higher Education 67(5), 528–554.
Kember, D. (2000). Action Learning and Action Research: Improving the Quality of Teaching and Learning. London: Kogan Page.
Kember, D., Lam, B.H., Yan, L., Yum, J.C.K. and Liu, S.B. (1997). Case Studies of Improving Teaching and Learning from the Action Learning Project. Hong Kong: Action Learning Project.
Kember, D., Wong, A. and Leung, D.Y.P. (1999). 'Reconsidering the dimensions of approaches to learning', British Journal of Educational Psychology 69, 323–343.
Laurillard, D. (1984). 'Learning from problem solving', in Marton, F., Hounsell, D. and Entwistle, N. (eds.), The Experience of Learning. Edinburgh: Scottish Academic Press.
Marton, F., Dall'Alba, G. and Kun, T.L. (1996). 'Memorising and understanding: the keys to the paradox?', in Watkins, D. and Biggs, J.B. (eds.), The Chinese learner: Cultural, Psychological and Contextual Influences. Melbourne and Hong Kong: Australian Council for Educational Research and the Comparative Education Research Centre, University of Hong Kong.
McKay, J. (1995). Promoting reflection within teaching: A case study in educational change within a department. Unpublished Ph. D. Dissertation, Hong Kong Polytechnic University.
McKay, J. and Kember, D. (1997). 'Spoonfeeding leads to regurgitation: A better diet can result in more digestible learning outcomes', Higher Education Research and Development 16(1), 55–67.
Ramsden, P. (1984). 'The context of learning', in Marton, F., Hounsell, D. and Entwistle, N. (eds.), The Experience of Learning. Edinburgh: Scottish Academic Press.
Ramsden, P. (1987). 'Improving teaching and learning in higher education: the case for a relational perspective', Studies in Higher Education 12(3), 275–286.
Ramsden, P. (1992). Learning to Teach in Higher Education. London: Kogan Page.
Richardson, J.T.E. (1994). 'Cultural specificity of approaches to studying in higher education: A literature survey', Higher Education 27, 449–468.
Salili, F. (1996). 'Accepting personal responsibility for learning', in Watkins, D. and Biggs, J.B. (eds.), The Chinese Learner: Cultural, Psychological and Contextual Influences. Melbourne and Hong Kong: Australian Council for Educational Research and the Comparative Education Research Centre, University of Hong Kong.
Salili, F. and Hau, K.T. (1994). 'The effect of teachers evaluative feedback on Chinese students' perception of ability: A cultural and situational analysis', Educational Studies 20, 223–236.
Siu, S.F. (1992). Towards an Understanding of Chinese-American Educational Achievement: A Literature Review. Boston, MA: Center for Families, Communities, Schools and Children's Learning.
SPSS Inc. (1986). SPSS-X Users Guide. Chicago: SPSS Inc.
Stevenson, H.W. and Lee, S.Y. (1996). 'The academic achievement of Chinese students', in Bond, M.H. (ed.), The Handbook of Chinese Psychology. Hong Kong: Oxford University Press.
Tang, K.C.C. (1993). 'Spontaneous collaborative learning: A new dimension in student learning experience?', Higher Education Research and Development 12(2), 115–130.
Watkins, D. and Biggs, J.B. (eds.) (1996). The Chinese Learner: Cultural, Psychological and Contextual Influences. Melbourne and Hong Kong: Australian Council for Educational Research and the Comparative Education Research Centre, University of Hong Kong.
Watkins, D. and Hattie, J. (1981). 'The learning processes of Australian university students: investigations of contextual and personological factors', British Journal of Educational Psychology 51, 384–393.
Watkins, D. and Hattie, J. (1985). 'A longitudinal study of the approaches to learning of Australian tertiary students', Human Learning 4, 127–141.
Watkins, D. (1996). 'Hong Kong secondary school learners: a developmental perspective', in Watkins, D. and Biggs, J.B. (eds.), The Chinese Learner: Cultural, Psychological and Contextual Influences. Melbourne and Hong Kong: Australian Council for Educational Research and the Comparative Education Research Centre, University of Hong Kong.
Wu, D.Y.H. (1996). 'Chinese childhood socialisation', in Bond, M.H. (ed.), The Handbook of Chinese Psychology. Hong Kong: Oxford University Press.
Yan, L. (1996) 'Learning outside the classroom: Students' involvement in peer group work', in James, R. and McInnis, C. (eds.), Transition to Active Learning: Proceedings of the 2nd Pacific Rim Conference on the First Year in Higher Education, Centre for the Study of Higher Education, University of Melbourne.
Yang, K.S. (1986). 'Chinese personality and its change', in Bond, M.H. (ed.), The Psychology of the Chinese People. Hong Kong: Oxford University Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Kember, D. Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education 40, 99–121 (2000). https://doi.org/10.1023/A:1004036826490
Issue Date:
DOI: https://doi.org/10.1023/A:1004036826490