U.S and Chinese cultural beliefs about learning.

2003/05/28 by Li Jin, Jin Li · 308 citations
Psychology · Social Sciences · #Anthropology #Cultural diversity #Cultural influence #Education, Achievement, and Giftedness #Educational and Psychological Assessments #Mathematics education #Psychology #Social psychology #Social science #Sociology #Teacher Professional Development and Motivation

paper · doi:10.1037/0022-0663.95.2.258

published in Journal of Educational Psychology 95(2), 258-267 (American Psychological Association)

openalex publication_date 2003/05/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28

Abstract

This study examined U.S. and Chinese conceptions of learning with leaning-related terms collected from U.S. and Chinese college students. Cluster analysis yielded a hierarchical structure of this lexicon for each culture. The 2 sets of cultural beliefs contained such different notions about learning that there was little overlap, however. The English terms included elaborated conceptions of mental processes, internal learner characteristics, social contexts, and externally existing bodies of knowledge. Most Chinese terms dealt with seeking knowledge including personal attitudes, purposes, and action plans for leaning. Chinese conceptions also emphasized achievement standards of breadth and depth of knowledge, the unity of knowing and morality, and contributions to society. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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