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ERIC Number: EJ950220
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0144-3410
A Cross-Cultural Study of Learning Behaviours in the Classroom: From a Thinking Style Perspective
Cheng, Hongyu; Andrade, Heidi L.; Yan, Zheng
Educational Psychology, v31 n7 p825-841 2011
Chinese students were often portrayed as passive learners in the classroom, whereas their American peers have been viewed as active learners. This study was designed to examine and explain the distinct learning behaviours in the classroom between these two student groups in relation to thinking style. Surveys of learning behaviours and thinking styles were administered to three samples, American students (n = 129), Chinese students in China (n = 134) and Chinese students in the USA (n = 121). The results of the study revealed that American students reported higher activity level in the classroom and tended to be analytic in thinking style, while Chinese students, both in China and in the USA, reported lower activity level in the classroom, and were inclined to be holistic in thinking style. Furthermore, the thinking style variable was found to mediate the relationship between cultural group and learning behaviour, suggesting that thinking style might partially explain the distinct learning behaviours presented by American and Chinese students. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States