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Book ChapterDOI

Learning to Self-Perfect: Chinese Beliefs about Learning

Jin Li
- pp 35-69
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TLDR
Learning is said to be the most remarkable human capacity (Segall, Dasen, Berry, & Poortinga, 1999) and it is little wonder why human learning has been, since Greek antiquity, the focus of serious thinkers and scholarly endeavor in fields ranging from philosophy, modern psychology, and neuroscience to the ever expanding realm of education as discussed by the authors.
Abstract
Learning is said to be the most remarkable human capacity (Segall, Dasen, Berry, & Poortinga, 1999). Humans have the capacity to learn necessary survival skills, achieve social and emotional understanding, obtain knowledge of the universe, and, perhaps most important of all, acquire culture. Humans are thus products of their own learning and are the carriers of the entire human cultural heritage. There is little wonder why human learning has been, since Greek antiquity, the focus of serious thinkers and scholarly endeavor in fields ranging from philosophy, modern psychology, and neuroscience to the ever-expanding realm of education.

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Journal ArticleDOI

Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance.

TL;DR: In this paper, the authors report the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment.
Journal ArticleDOI

The examined life: perspectives of lower primary school students in Hong Kong

TL;DR: This article used focus group interviews and draw-a-picture technique to elicit students' views on assessment and found that more than half of the informants indicated that they had negative feelings in relation to testing.
Journal ArticleDOI

Illustrating assessment: how Hong Kong university students conceive of the purposes of assessment

TL;DR: In this paper, Hong Kong university students drew pictures of assessment and the visual elements of the pictures were content analysed into eight major categories (negative emotions, being monitored, competition, lifelong, pride and pleasure, marks, inaccuracy, and burden).
Journal ArticleDOI

International education policy transfer – borrowing both ways: the Hong Kong and England experience

TL;DR: In this article, the impact of international student achievement studies and the recent economic crisis in Europe are influencing the development of educational policy transfer and borrowing, from East to West, from Hong Kong to the UK.
Journal ArticleDOI

Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes

TL;DR: The authors synthesises eight interview and survey studies, which have examined how diverse samples of practicing teachers in China have described the nature and purpose of assessment, ranging from the positively regarded ideas that assessment develops the personal qualities and academic abilities of students to the more negatively viewed role of assessment for management and inspection of schools.
References
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Journal ArticleDOI

Social cognitive theory: An agentic perspective

TL;DR: Social cognitive theory distinguishes among three modes of agency: direct personal agency, proxy agency that relies on others to act on one's behest to secure desired outcomes, and collective agency exercised through socially coordinative and interdependent effort.
Book

Handbook of Child Psychology

William Damon
TL;DR: In this article, the authors discuss the importance of biology for human development and the role of the human brain in the development of human cognition and behavior, and propose a model of human development based on the Bioecological Model of Human Development.
Journal ArticleDOI

A social-cognitive approach to motivation and personality

TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Journal ArticleDOI

Freedom to learn