U.S. and Chinese Cultural Beliefs about Learning.

By Jin Li. 2003

320 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2ad68b1a48530719c32a4ce42ec4450bb580ca85

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Culturalizing Achievement Goal Theory and Research (2011, methodology): “…ethnographic archives (e.g., Human Relations Area Files) available from the field of anthropology, or employing other qualitative methods such as componential analysis or semantic differential analysis to investigate how cultures de- fine the meaning of certain words (Hau & Salili, 1991; Li, 2003).”
Learning to Self-Perfect: Chinese Beliefs about Learning (2010, methodology): “Based on the assumption of prototype methods, a greater number of items indicates greater awareness/emphasis of the conceptions in that culture ( Li, 2003b; Shaver et al., 1987).”
Separation of Performance-Approach and Performance-Avoidance Achievement Goals : A Broader Analysis. (2011, background): “We do not dispute that success and failure may have different connotations among different age groups or within different countries (Li, 2003; Maehr & Nicholls, 1980; Nicholls, 1989), nor that the correlates of performanceTable 10 Study 5: Comparison of Eight Independent Pathway Models Specifying Di”
Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences (2011, background): “American students also showed willingness to " challenge assumptions, " whereas Chinese students were more deferent towards authorities, making such statements as " respect one's teachers and value the principles " (Li 2003).”
Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “Second, because Chinese parents have high expectations from their children (Li, 2003; Ng, Pomerantz, & Lam, 2007), they engage more frequently in their learning (Huntsinger et al., 1997; Ng, Pomerantz, & Deng, 2014; Pan et al., 2006).”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “Teachers hold an important role in society and often shoulder heavy responsibilities in the educational mobilisation for the nation (Li, 2003 ).”
Cultural models of education in American Indian, Asian American and European American contexts (2007, background): “With the increasing diversity of the American student population, researchers are increasingly calling for the study of cultural differences in meanings and practices of education (Bruner, 1996; Eaton & Dembo, 1997; Gibson, 2005; Li, 2003; Ogbu & Davis, 2003; Phelan, Davidson, & Cao, 1991; Steinbe”
Mind or Virtue (2005, background): “These findings correspond to my (Li, 2003) documentation of the importance of verbal expression in the Western learning model.”
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, background): “Li (2001, 2002, 2003) has conducted several research projects to reveal Chinese conceptualization of learning and compare it with that of the Americans.”
Personal Epistemology and Culture (2008, background): “We know little, however, about whether similar relations among constructs would be expected in other cultures, and have reason to suspect the patterns might not be universally applicable, based on differences in fundamental assumptions and beliefs about what it means to know and to learn ( Li, 2003;”