The Role of Learning Approaches in Explaining Distinct Classroom Behaviors Across Culture Groups

• In Event: Poster Session 15
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session: Issues in Technology, Instruction, Cognition, and Learning

Abstract

The distinct learning behaviors observed in the classroom between American and Chinese students have been discussed extensively in literature. The authors speculated that learning approaches (structure-oriented vs. depth-oriented) might influence students’ learning behaviors and at least partially explain different behavioral traits presented by American and Chinese students. Two measures assessing learning approaches and learning behaviors in the classroom were administered to two samples: American undergraduate students (n = 199) and Chinese undergraduate students (n = 265). The results revealed significant cross-cultural differences in learning behaviors and learning approaches, and indicated that the structure-oriented learning approach might partially explain the distinct behavioral traits presented by American and Chinese students in the classroom.

Key words: Cross-cultural studies, classroom research

Authors

• Hongyu Cheng, Zhejiang University

• Shuyi Guan, University at Albany - SUNY