Flinders University School of Education
Values are seen as
antecedents of behaviour. The study reported has
assumed that values have a direct influence on
learning behaviour. Values that guide students'
lives in their home countries are argued to
influence the ways in which learning takes place in
other countries. Ethnically Chinese students in
Australia are the subjects of the study. Values
have been measured on five occasions using the
Chinese Value Survey (CVS) (Chinese Culture
Connection, 1987). Approaches to study have also
been measured on five occasions using the Study
Process Questionnaire (SPQ) (Biggs, 1987). This
paper considers the results of canonical
correlation analysis using the four value scales of
the CVS and the six SPQ scales. A strong first
canonical factor is found in which a weighted
combination of values is related to a weighted
combination of learning motivations and strategies.
The second pair of canonical factors relates low
integrity values with a surface learning strategy.
The third pair of canonical factors involves low
Confucian values and a high deep learning strategy.
The second and third canonical factors suggest that
for some students their values and approaches to
learning are changing during their period of study
in Australia. This possible change in values and
learning approaches warrants further investigation.
canonical analysis, life
values, learning strategies, Chinese Value Survey
(CVS), Study Process Questionnaire (SPQ)