BibTex RIS Kaynak Göster

Chinese Students’ Cultural and Behavioural Differences among Domestic and Internationally Oriented Educational Institutions.

Yıl 2018, Cilt: 5 Sayı: 2, 30 - 38, 01.05.2018

Öz

Research has found a link between active student participation in the classroom and memory retention. Participation can encompass many aspects, including asking questions in class and partaking in classroom activities. Extensive studies have been conducted on Chinese students concerning their overall involvement in class. When compared to their Western counterparts, Chinese students are often regarded as silent passive learners i.e. not active , hence negatively affecting their ability to learn in the classroom environment. The changeability of education together with ongoing globalization has led to an increase in Chinese students going abroad. As a result, there has been an increase in demand for international high schools and other educational training centres that prepare Chinese students for tertiary education in the West. This research investigates classroom behaviours and face values of students attending a Chinese international high school and compares them with students attending a conventional Chinese public high school. A MANOVA is used to assess these differences based on a questionnaire submitted to 349 students from Taiyuan, Shanxi province in China. Results show that students following an international program ask more questions in class, but no difference is found in regards to the Chinese cultural value of face. Subsequently, auxiliary qualitative research was performed to clarify quantitative outcomes. These outcomes showed that efforts to save face, academic pressure, classroom environment, and pre-existing individual factors contribute to this found difference.

Kaynakça

  • Allen-Ebrahimian, B. (2015). Chinese Students in America: 300,000 and Counting. The Sino-U.S. relationship goes to school. Retrieved from http://foreignpolicy.com/2015/11/16/china-us-colleges-education- chinese-students-university/.
  • Basu-Zharku, I. O. (2011). Effects of collectivistic and individualistic cultures on imagination inflation in eastern and western cultures. Inquiries Journal, 3(2), 1-5. http://www.studentpulse.com/articles/385/effects-of-collectivistic-and-individualistic-cultures-on- imagination-inflation-in-eastern-and-western-cultures. Retrieved from
  • Belensky, M. F., Clinchy, B., Goldberger, N., & Tarule, L. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
  • Clark, B. (2014). The blooming international schools sector. World Education News & Reviews. Retrieved from http://wenr.wes.org/2014/07/the-boominginternational-schools-sector/.
  • Dougherty, T. W., & Wall, J. A. (1991). Teaching in China during the age of reform. Journal of Management Education, 15, 232-243.
  • Hammond, S. and Gao, H. (2002). Pan Gu’s Paradigm: Chinese education’s return to holistic communication in learning, Chinese Communication Studies: Contexts and Comparisons, Ablex, Westport, 227-244.
  • Ho, J. T. S., Ang, C. E., Loh, J., & Ng, I. (1998). A preliminary study of kiasu behaviour – is it unique to Singapore? Journal of Managerial Psychology, 13, 359-370.
  • Hofstede, G. (1985). The interaction between national and organizational values systems. Journal of Management Studies, 22.
  • Hwang, A., Ang, S., & Francesco, A. M. (2002). The Silent Chinese: The Influence of Face and Kiasuism on Student Feedback-Seeking Behaviors. Management Education, 26, 70-97.
  • Hwang, A. (1987). Face and favour: The Chinese power game. The American Journal of Sociology, 92, 944-974.
  • ICEF Monitor. (2015). Number of Chinese outbound students up by 11% in 2014. Retrieved from http://monitor.icef.com/2015/03/number-of-chinese-outbound- students-up-by-11-in-2014/.
  • Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83, 221-230.
  • Kirby, E. G., and Ross, J. K. (2007). Kiasu tendency and tactics: A study of their impact on task performance. Journal of Behavioral and Applied Management, 8, 108- 121.
  • Krasman, J. (2012). The Feedback-Seeking Personality: Big Five and Feedback-Seeking Behavior. Journal of Leadership & Organizational Studies, 17(1), 18-32.
  • Lockett, M. (1988). Culture and the Problem of Chinese Management. Organization Studies, 9, 475-96.
  • Niu, W. H. (2007). Western influences on Chinese educational testing. Comparative Education, 43, 71-91.
  • Smith, D. G. (1977). College classroom interactions and critical thinking. Journal of Educational Psychology, 69, 180-190.
  • Roberts, E., & Tuleja, E. A. (2008). When west meets east: Teaching a managerial communication course in Hong Kong. Journal of Business and Technical Communication, 22(4), 474-489.
  • Su, C. T., & Parham, L. D. (2002). Case Report—Generating a valid questionnaire translation for cross- cultural use. American Journal of Occupational Therapy, 56, 581–585.
  • Tweed, R. G. & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57(2), 89-99. Retrieved from http://dx.doi.org/10.1037/0003- 066X.57.2.89.
Yıl 2018, Cilt: 5 Sayı: 2, 30 - 38, 01.05.2018

Öz

Kaynakça

  • Allen-Ebrahimian, B. (2015). Chinese Students in America: 300,000 and Counting. The Sino-U.S. relationship goes to school. Retrieved from http://foreignpolicy.com/2015/11/16/china-us-colleges-education- chinese-students-university/.
  • Basu-Zharku, I. O. (2011). Effects of collectivistic and individualistic cultures on imagination inflation in eastern and western cultures. Inquiries Journal, 3(2), 1-5. http://www.studentpulse.com/articles/385/effects-of-collectivistic-and-individualistic-cultures-on- imagination-inflation-in-eastern-and-western-cultures. Retrieved from
  • Belensky, M. F., Clinchy, B., Goldberger, N., & Tarule, L. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
  • Clark, B. (2014). The blooming international schools sector. World Education News & Reviews. Retrieved from http://wenr.wes.org/2014/07/the-boominginternational-schools-sector/.
  • Dougherty, T. W., & Wall, J. A. (1991). Teaching in China during the age of reform. Journal of Management Education, 15, 232-243.
  • Hammond, S. and Gao, H. (2002). Pan Gu’s Paradigm: Chinese education’s return to holistic communication in learning, Chinese Communication Studies: Contexts and Comparisons, Ablex, Westport, 227-244.
  • Ho, J. T. S., Ang, C. E., Loh, J., & Ng, I. (1998). A preliminary study of kiasu behaviour – is it unique to Singapore? Journal of Managerial Psychology, 13, 359-370.
  • Hofstede, G. (1985). The interaction between national and organizational values systems. Journal of Management Studies, 22.
  • Hwang, A., Ang, S., & Francesco, A. M. (2002). The Silent Chinese: The Influence of Face and Kiasuism on Student Feedback-Seeking Behaviors. Management Education, 26, 70-97.
  • Hwang, A. (1987). Face and favour: The Chinese power game. The American Journal of Sociology, 92, 944-974.
  • ICEF Monitor. (2015). Number of Chinese outbound students up by 11% in 2014. Retrieved from http://monitor.icef.com/2015/03/number-of-chinese-outbound- students-up-by-11-in-2014/.
  • Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83, 221-230.
  • Kirby, E. G., and Ross, J. K. (2007). Kiasu tendency and tactics: A study of their impact on task performance. Journal of Behavioral and Applied Management, 8, 108- 121.
  • Krasman, J. (2012). The Feedback-Seeking Personality: Big Five and Feedback-Seeking Behavior. Journal of Leadership & Organizational Studies, 17(1), 18-32.
  • Lockett, M. (1988). Culture and the Problem of Chinese Management. Organization Studies, 9, 475-96.
  • Niu, W. H. (2007). Western influences on Chinese educational testing. Comparative Education, 43, 71-91.
  • Smith, D. G. (1977). College classroom interactions and critical thinking. Journal of Educational Psychology, 69, 180-190.
  • Roberts, E., & Tuleja, E. A. (2008). When west meets east: Teaching a managerial communication course in Hong Kong. Journal of Business and Technical Communication, 22(4), 474-489.
  • Su, C. T., & Parham, L. D. (2002). Case Report—Generating a valid questionnaire translation for cross- cultural use. American Journal of Occupational Therapy, 56, 581–585.
  • Tweed, R. G. & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57(2), 89-99. Retrieved from http://dx.doi.org/10.1037/0003- 066X.57.2.89.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Ron Haarms Bu kişi benim

Jed Holtzman Bu kişi benim

Tiki Xue Bu kişi benim

Dominic Darbyshire Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 5 Sayı: 2

Kaynak Göster

APA Haarms, R., Holtzman, J., Xue, T., Darbyshire, D. (2018). Chinese Students’ Cultural and Behavioural Differences among Domestic and Internationally Oriented Educational Institutions. International Journal of Psychology and Educational Studies, 5(2), 30-38. https://doi.org/10.17220/ijpes.2018.02.004