Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners

Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners

• Jiang, Yushan The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong
• Wan, Zhihong The Education University of Hong Kong
• Chen, Junjun The Education University of Hong Kong

Frontiers in Psychology, 11, 2021

Frontiers Media

2021

• M 教師與教師教育
  • MH 教師評鑑︰教師效能
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Teacher Feedback Teacher Strictness Motivational Beliefs Western and East Asian Learners Interpersonal Behavior and Communication Teacher Behavior and Classroom Practice

• United States
• United Kingdom
• Finland
• Norway
• Australia
• New Zealand
• Japan
• Korea
• China
• Hong Kong
• Macau
• Taiwan

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. Copyright © 2021 Jiang, Lee, Wan and Chen.

• 英文

期刊論文

• 16641078

• 10.3389/fpsyg.2020.564327

https://bibliography.lib.eduhk.hk/tc/bibs/dbc02545

2021-06-15