University students' learning approaches in three cultures: An investigation of Biggs's 3P model

The relationship of various learning approaches to students' academic achie vement, abilities, and other characteristics was examined in a sample of un iversity students in Hong Kong, mainland China, and the United States. The theoretical framework for this project was J. B. Biggs's (1987) theory of s tudent learning approaches. The participants completed the Study Process Qu estionnaire (based on Biggs's theory) and provided a variety of demographic information. The participants' achievement scores and self-rated scores on analytical, creative, and practical abilities were also obtained. Results indicated that scores on certain subscales of the Study Process Questionnai re statistically predicted participants' achievement beyond their self-rate d abilities. In addition, certain learning approaches were significantly re lated to the participants' ages, gender, parents' education levels, and the ir travel and work experiences. Implications of these findings are discusse d as they relate to teaching and learning.