Classroom Choice-Making for Chinese Master's Students: Choice, Motivation and Learning Contexts

Autor/inn/en	Tian, Lin; Wu, Yan
Titel	Classroom Choice-Making for Chinese Master's Students: Choice, Motivation and Learning Contexts
Quelle	In: Teaching in Higher Education, 24 (2019) 7, S.850-879 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tian, Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1515194
Schlagwörter	Decision Making; Student Motivation; Self Determination; Learning Theories; Personal Autonomy; Classroom Techniques; Graduate Students; Masters Programs; Cross Cultural Studies; Foreign Students; Study Abroad; Comparative Analysis; Foreign Countries; Student Attitudes; Positive Attitudes; Correlation; Individual Differences; China; United Kingdom + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Schulische Motivation; Selbstbestimmung; Learning theory; Lerntheorie; Individuelle Autonomie; Klassenführung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Cultural comparison; Kulturvergleich; Studies abroad; Auslandsstudium; Ausland; Schülerverhalten; Korrelation; Individueller Unterschied; Großbritannien
Abstract	Under the framework of self-determination theory, choice is a supporting factor for autonomy in the classroom. The provision of choice in the classroom is a distinct feature of higher education, through which students experience a shift from mandatory tasks to those are more learner-controlled. This study explores Chinese master's students' perspectives on choice and the relationship between choice and motivation, also, compares the choice-making opportunities in different learning contexts (China vs. UK). 60 Chinese master's students, studying in China and the UK, participated in this study. The findings of this study indicate that most master's students hold a positive attitude towards classroom choice, considering choice contributes to increased learning motivation in the classroom in most cases. Then, limited choices may not automatically decrease students' motivation and students studying in China possess fewer opportunities for choice-making than students in the UK, which is influenced by the social and academic culture. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01