Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic

Abstract

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.

What are the Characteristics of Learners and the Variations of Non-Electronic Learning Media?

“…The selection of learning media for phlegmatic personalities can be visually done one way or another, this is because students with phlegmatic personalities tend to be quiet and don't want to ask other people, so with the help of this video students can repeat the material until they understand. Other research also suggests that phlegmatic students need a variety of learning methods so the use of learning media must also be varied (Bojanowska & Zalewska, 2017;Mo et al, 2022). Learning style is a combination of a person's way of concentrating, absorbing, organizing, and processing the information or knowledge obtained.…”

Challenging the Status Quo: Open Journal Systems for Online Academic Writing Course

“…If students possess adequate skills and motivation, they can learn successfully irrespective of the learning environment utilized. For instance, digital literacy (Araniri et al, 2021), student motivation (Attention, Relevance, Confidence, and Satisfaction), student outcomes (knowledge, skills, and attitudes) (Yahiaoui et al, 2022), and students' temperament (Mo, Jin and Jin, 2022) have a significant impact on learning achievement irrespective of the platform employed.…”

Comparative analysis of the influence of Chinese urban and rural family cultures on household financial asset allocation

“…As two distinct geographical regions, urban and rural areas have cultural and psychological differences in the process of development and integration. The accelerated integration of urban and rural areas has, to some extent, promoted the exchange and integration of urban and rural culture, but the long-term cultural psychology ( Chentsova-Dutton and Maercker, 2019 ; Mo et al, 2022 ) of urban and rural residents has also shaped the varied cognition and perception of urban and rural residents. Therefore, significant differences remain in the value system and ways of thinking, inevitably affecting the cultural values of both urban and rural areas.…”