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Comparing the Behavioural Differences of Teachers and Students in Learner-Centred Classrooms between China and the USA

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Title: Comparing the Behavioural Differences of Teachers and Students in Learner-Centred Classrooms between China and the USA
Language: English
Authors: Cheng, Hong-Yu, Tian, Ru-Meng, Mei, Xiao-Xue
Source: European Journal of Psychology of Education. Mar 2023 38(1):63-82.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Student Relationship, Cross Cultural Studies, Student Centered Learning, Teaching Methods, Comparative Analysis, Asians, North Americans, Teacher Behavior, Student Attitudes, Self Efficacy, Academic Achievement, Student Motivation, Behavior Change, Individualized Instruction, Independent Study, Personal Autonomy, Foreign Countries
Geographic Terms: China, United States
DOI: 10.1007/s10212-021-00592-8
ISSN: 0256-2928
1878-5174
Abstract: This research was designed to examine how teachers and students from various cultures (China vs. USA) might present distinct behavioural features in learner-centred classrooms. The findings of the research would serve the purpose to answer the question regarding whether and how learner-centred instruction could better support the learning of students from non-Western cultures. Chinese students experiencing learner-centred instruction (the experimental group), Chinese students from traditional classrooms (the control group), and American students responded to measures assessing their perceived teacher behaviours, and their own learning behaviours along with other two highly relevant variables, namely academic motivation and self-efficacy. The results indicated that Chinese teachers and students in the experimental group presented certain distinct behavioural features in comparison to both control group and American group. It suggested that the implementation of learner-centred instruction brought certain behavioural changes for Chinese teachers and students. However, on the other hand, their behavioural changes were not completely consistent with expectations. For instance, Chinese teachers in the experiment group did not present better performance in empowerment and individualized instruction, and their students did not exhibit more autonomous and self-directed learning behaviours as expected. The implications of the research were discussed in the paper.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1364051
Database: ERIC
FullText Text:
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  Data: Comparing the Behavioural Differences of Teachers and Students in Learner-Centred Classrooms between China and the USA
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  Data: <searchLink fieldCode="AR" term="%22Cheng%2C+Hong-Yu%22">Cheng, Hong-Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Tian%2C+Ru-Meng%22">Tian, Ru-Meng</searchLink><br /><searchLink fieldCode="AR" term="%22Mei%2C+Xiao-Xue%22">Mei, Xiao-Xue</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Mar 2023 38(1):63-82.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink><br /><searchLink fieldCode="DE" term="%22North+Americans%22">North Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 10.1007/s10212-021-00592-8
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  Label: Abstract
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  Data: This research was designed to examine how teachers and students from various cultures (China vs. USA) might present distinct behavioural features in learner-centred classrooms. The findings of the research would serve the purpose to answer the question regarding whether and how learner-centred instruction could better support the learning of students from non-Western cultures. Chinese students experiencing learner-centred instruction (the experimental group), Chinese students from traditional classrooms (the control group), and American students responded to measures assessing their perceived teacher behaviours, and their own learning behaviours along with other two highly relevant variables, namely academic motivation and self-efficacy. The results indicated that Chinese teachers and students in the experimental group presented certain distinct behavioural features in comparison to both control group and American group. It suggested that the implementation of learner-centred instruction brought certain behavioural changes for Chinese teachers and students. However, on the other hand, their behavioural changes were not completely consistent with expectations. For instance, Chinese teachers in the experiment group did not present better performance in empowerment and individualized instruction, and their students did not exhibit more autonomous and self-directed learning behaviours as expected. The implications of the research were discussed in the paper.
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  Data: EJ1364051
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        Value: 10.1007/s10212-021-00592-8
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Student Centered Learning
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Academic Achievement
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      – TitleFull: Comparing the Behavioural Differences of Teachers and Students in Learner-Centred Classrooms between China and the USA
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            NameFull: Tian, Ru-Meng
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