Multiple Competencies and Self-regulated Learning: Implications for Multicultural EducationFarideh Salili, Ying-yi Hong, Chi-yue Chiu Although cultural diversity in classrooms is hardly a new phenomenon, its influences on teaching and learning are increasingly discussed. Cultural diversity could lead to better learning and democracy outcomes. However, it also poses challenges for educators and schools. For example, research has revealed marked cultural differences in motivation, learning attitudes, thinking styles and school achievement. Attempts have been made to assure teaching and learning quality by designing standardized curricula and giving standardized tests. However, it is questionable whether standardized tests could capture the diverse aptitudes and skills students with different cultural experiences bring to the classroom. It is also question-able whether a standardized curriculum would lead to positive learningoutcomes for all. In 1998, we convened a conference in the University of Hong Kong, and invited experts from different parts of globe to discuss how to apply psychology to enhance learning and teaching quality. Probably because of the cultural diversity of the conference participants, multicultural education emerged as one of the dominant themes in the conference. For example, in the Opening Address, Robert Sternberg argued for the importance of cultural sensitivity in ability testing. In another keynote address, Martin Maehr discussed the implications of motivation research for designing an optimal achievement environment for culturally diverse students. Professor Sternberg’s paper is included in this volume, and Professor Maehr’s article was published in a previous volume we edited (Student Motivation: The Culture and Context of Learning, Plenum, 2001). The contributors of this volume include psychologists and education researchers from Africa, Asia, Australia and North, and some of them have extensive experiences in multicultural education. Despite their diverse cultural and professional background, the contributors agree that to meet the challenges posed by cultural diversity, educators need to have the sensitivity to multiplicity of student abilities in aptitude and achievement assessment. |
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Multiple Competencies and Self-regulated Learning: Implications for ... Chi-yue Chiu,Farideh Salili,Ying-yi Hong No preview available - 2001 |
Multiple Competencies and Self-regulated Learning: Implications for ... Chi-yue Chiu,Farideh Salili,Ying-yi Hong No preview available - 2001 |
Common terms and phrases
abilities achievement goals Aidman alienation goal analysis Asian Asian American aspects assessment behavior beliefs Canadian students challenging Chan Chinese Canadian Chinese students Chiu classroom cluster cognitive strategies concept mapping Confucian Confucian-heritage education correlation cultural dents developing expertise Dweck educa Educational Psychology Educational Research effort emotional adjustment European Canadian examination expected factor goal orientation goal theory grades high school Hong Kong Hong Kong students important individual interaction interest interview intrinsic motivation kinds of expertise knowledge learner learning goal learning strategies lecturer Maehr Mainland China Martinez-Pons mastery mastery-oriented mathematics measures memorization ment metacognitive metacognitive strategies motivational change Multiple Intelligences Okagaki one’s participants perceptions performance goal Pintrich questionnaire questions reflect reported role Salili Science scores secondary school self-efficacy self-esteem self-regulated learning social Sternberg student motivation study strategies success task teachers teaching Test Anxiety tests tion tutorials understanding variables Zimmerman