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

Autor/inn/en	Cheng, Hong-Yu; Tian, Ru-Meng; Mei, Xiao-Xue
Titel	Comparing the Behavioural Differences of Teachers and Students in Learner-Centred Classrooms between China and the USA
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.63-82 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00592-8
Schlagwörter	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; China; United States + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural comparison; Kulturvergleich; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Asian; Asiat; Asiatin; Asiaten; Asiate; Teacher behaviour; Lehrerverhalten; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Schulleistung; Schulische Motivation; Individualisierender Unterricht; Selbststudium; Individuelle Autonomie; Ausland; USA
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01