Investigating How Student-Centered and Teacher-Centered Teaching Paradigms Relate to the Academic Motivation and Learning Behaviors of Secondary School Students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China)
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| Title: | Investigating How Student-Centered and Teacher-Centered Teaching Paradigms Relate to the Academic Motivation and Learning Behaviors of Secondary School Students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China) |
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| Language: | English Spanish |
| Authors: | Cheng, Hong-Yu (ORCID |
| Source: | Journal for the Study of Education and Development. 2022 45(4):906-938. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Multilingual/Bilingual Materials Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Student Centered Learning, Conventional Instruction, Student Motivation, Student Behavior, Secondary School Students, Correlation, Instructional Program Divisions, Learning Motivation, Teaching Methods |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Academic Motivation Scale |
| DOI: | 10.1080/02103702.2022.2096299 |
| ISSN: | 0210-3702 1578-4126 |
| Abstract: | To foster the pursuit of a better understanding of how the shift of teaching paradigms from teacher-centred instruction to student-centred instruction might have effects on Chinese students' learning, this study investigated the associations between teaching paradigms (student-centred and teacher-centred) and students' academic motivation and learning behaviours in Chinese secondary schools. Measures assessing the teaching paradigms perceived by students and participants' academic motivation and learning behaviours were administered to 492 secondary school students who were experiencing the paradigm shift. The results of data analyses indicated that student-centred instruction in comparison to teacher-centred instruction presented higher significance levels in relating to students' academic motivation and learning behaviours in general. However, student-centred instruction was not found significantly related to Chinese students' autonomous, independent, planning and managing behaviours in learning. Furthermore, it was found that grade significantly moderated the relations between student-centred instruction and learning behaviours of students. [Translation from English by Mercè Rius.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1370996 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1370996 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Investigating How Student-Centered and Teacher-Centered Teaching Paradigms Relate to the Academic Motivation and Learning Behaviors of Secondary School Students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China) – Name: Language Label: Language Group: Lang Data: English<br />Spanish – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cheng%2C+Hong-Yu%22">Cheng, Hong-Yu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7436-5780">0000-0001-7436-5780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Lu%22">Chen, Lu</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Study+of+Education+and+Development%22"><i>Journal for the Study of Education and Development</i></searchLink>. 2022 45(4):906-938. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 33 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Multilingual/Bilingual Materials<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Academic+Motivation+Scale%22">Academic Motivation Scale</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/02103702.2022.2096299 – Name: ISSN Label: ISSN Group: ISSN Data: 0210-3702<br />1578-4126 – Name: Abstract Label: Abstract Group: Ab Data: To foster the pursuit of a better understanding of how the shift of teaching paradigms from teacher-centred instruction to student-centred instruction might have effects on Chinese students' learning, this study investigated the associations between teaching paradigms (student-centred and teacher-centred) and students' academic motivation and learning behaviours in Chinese secondary schools. Measures assessing the teaching paradigms perceived by students and participants' academic motivation and learning behaviours were administered to 492 secondary school students who were experiencing the paradigm shift. The results of data analyses indicated that student-centred instruction in comparison to teacher-centred instruction presented higher significance levels in relating to students' academic motivation and learning behaviours in general. However, student-centred instruction was not found significantly related to Chinese students' autonomous, independent, planning and managing behaviours in learning. Furthermore, it was found that grade significantly moderated the relations between student-centred instruction and learning behaviours of students. [Translation from English by Mercè Rius.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1370996 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1370996 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02103702.2022.2096299 Languages: – Text: English – Text: Spanish PhysicalDescription: Pagination: PageCount: 33 StartPage: 906 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Student Centered Learning Type: general – SubjectFull: Conventional Instruction Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Correlation Type: general – SubjectFull: Instructional Program Divisions Type: general – SubjectFull: Learning Motivation Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: China Type: general – SubjectFull: Academic Motivation Scale Type: general Titles: – TitleFull: Investigating How Student-Centered and Teacher-Centered Teaching Paradigms Relate to the Academic Motivation and Learning Behaviors of Secondary School Students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cheng, Hong-Yu – PersonEntity: Name: NameFull: Chen, Lu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0210-3702 – Type: issn-electronic Value: 1578-4126 Numbering: – Type: volume Value: 45 – Type: issue Value: 4 Titles: – TitleFull: Journal for the Study of Education and Development Type: main |
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