In this study, we examined the learning and study strategies of 139 Singapore 9th graders enrolled in an all-female high school for the purpose of answering three basic questions. Firstly, how do these young women's self-reported strategy profiles compare to those of the norms for the selected strategy measure (i.e. lassi-hs)? Secondly, how do the responses of these average or above-average Singaporean females compare to the responses of 197 gifted and average-ability American students tested in a prior study? Thirdly, how do the students’ self-reported learning and study strategies mirror their epistemological beliefs? Results showed that the average profile for the Singaporean students was at or near the 50th percentile for all 10 of the lassi-HS scales. In addition, although, on average, less motivated, more anxious and better at using study aids than the American students, the Singaporean students had relatively similar profiles to their American counterparts. However, in terms of their overall performance on the LASSI-HS, the Singaporean students were more aligned with the gifted than the average American students. Finally, the Singaporean students’ concerns and commitment to academic achievement seems to reflect their valuing of knowledge and a perceived importance of education not found among American respondents of a similar age.
All Science Journal Classification (ASJC) codes
- Environmental Chemistry
- Plant Science