STUDENT CONCEPTIONS OF LEARNING AND THEIR USE OF SELF-REGULATED LEARNING-STRATEGIES - A CROSS-CULTURAL-COMPARISON

This study examines differences between Australian and Japanese second ary school students' conceptions of learning and their use of self-reg ulated learning strategies. Australian students have a narrow, school- based view of learning. The Japanese students view learning from a muc h broader perspective. For them, learning is not only related to what happens at school, it is also seen as a lifelong, experiential process leading to personal fulfillment. However, in spite of these differenc es in learning conceptualizations, the strategies used by students in a Western learning context are similar to those used by Japanese stude nts. A conception of learning as ''understanding'' is associated with a greater total use of strategies for both Australian and Japanese stu dents.