Investigating Cross-Cultural Variation in Conceptions of learning and the use of self-regulated strategies

Abstract

This study was conducted with 222 high school students in Australia and 168 in Malaysia to determine conceptions of learning, motivational orientations and use of a range of learning strategies. Factor analysis revealed surface, deep, and learning as a duty, conceptions of learning with the only significant difference between Malaysian and Australian groups for learning as a duty. Analysis of the motivation strategies for learning indicated that Malaysian students obtained higher mean scores for more strategies than the Australian students. Breadth and strength of conceptions was concluded to be more important for effective strategy use than having a deep conception of learning.