Because of the coronavirus disease 2019 (COVID-19) pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment (i.e., social policy). This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive learning style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. (1) In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. (2) Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. (3) Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. (4) Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment (e.g., teaching modes), and provides a reference for the future development of post epidemic education.

Despite the national strategic priority to achieve common prosperity, there still exist prominent discrepancies in financial asset allocation between Chinese urban and rural families, which requires a deeper, more comprehensive investigation. To fill this gap, the present research adopted a cultural perspective to investigate relevant issues by addressing the cognitive differences of residents between urban and rural families. Under the analytical framework of Hofstede’s cultural values, this paper discusses the cognitive differences between urban and rural families in terms of financial asset allocation in the cultural dimensions of collectivism, individualism and uncertainty avoidance; hypotheses are accordingly developed. In terms of research methods, the data of the China Family Panel Studies (CFPS) were used in the probit model to investigate the influence of urban and rural family cultural differences on household financial asset allocation. The results of this paper are as follows: (1) family cultural values have a positive impact on family financial asset allocation; (2) knowledge acquisition plays an intermediary role in family cultural values and family financial asset allocation; (3) and for rural families with high collectivism and uncertainty avoidance, the mediating effect is more prominent. This paper provides a new perspective for exploring the possibility of household asset allocation from the perspective of cultural psychology. The contribution of this paper have theoretical and practical reference significance to narrow the wealth gap between urban and rural areas and achieve common prosperity.