Teacher interpersonal behavior in the context of positive teacher-student interpersonal relationships in East Asian classrooms: Examining the applicability of western findings

Sun, Xiaojing; Pennings, Helena J. M.; Mainhard, Tim; Wubbels, Theo

doi:10.1016/j.tate.2019.102898

Cited by 15 publications

(13 citation statements)

References 51 publications

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“…Echoing the argument made by Sun et al (2019) that findings from Western countries may not be directly generalizable to Eastern countries given the multi-layered differences that exist in Western and Eastern cultures, the current study has the following implications. First, although both Western and East Asian teachers should consider giving more constructive feedback to their students, Western teachers should be careful when doing some behaviors that may be perceived as strict by Western students.…”

Section: Discussionmentioning

confidence: 88%

“…Although previous studies have revealed a close relationship between teacher behaviors and student learning, most of these studies were conducted in the West ( Pennings et al, 2014 ; Pennings and Hollenstein, 2019 ; Sun et al, 2019 ). However, as revealed in some comparative studies, teacher behaviors might be interpreted differently by East Asian and Western learners.…”

Section: Introductionmentioning

confidence: 99%

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Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

et al. 2021

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Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors.

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Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

et al. 2021

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“…Second, the Confucian tradition encourages students to be docile and teachable. In addition, teachers need to be models and take the lead for their students (Sun, Pennings, Mainhard, & Wubbels, 2019; Watkins, 2000). As a result, teachers in China play a dominant role in teacher–student interactions, and they prefer low variability and high predictability in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Students’ Creativity in China’s Classrooms: The Role of Students’ Academic Achievement and Misbehaviors

Guo

Tong

Pang

2020

Journal of Creative Behavior

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Teachers can be biased, especially toward low achievers and students with behavioral issues. However, creative students often appear to be disruptive in the classroom, and many of them struggle academically. The purpose of the present study was to examine the extent to which teachers’ perceptions of students’ creativity is associated with students’ academic achievement and classroom (mis)behaviors, as well as to examine the interaction between these two factors. Three hundred and fifty‐four eighth‐grade students selected from five middle schools in China participated in this study. Using achievement scores, peer nominations, a divergent thinking test, a self‐rated ideational behavior scale, and teacher ratings, the present study found that, whereas creativity has no significant relationship with teachers’ perceptions, academic achievements and misbehavior are significantly associated within structors’ perceptions. The achievement bias resulted in the underestimation of low achievers’ creativity, even when the low achievers were highly creative. More nuances emerged when student misbehaviors were considered. Specifically, misbehaving low achievers’ originality was further underestimated even when they were highly original. In contrast, teachers overestimated well‐behaved high achievers’ creativity, even when the students comprised the lowest creativity group. The results are further discussed from a socio‐cultural perspective.

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“…e cooperation or reciprocal relations between students and teachers can be explored with the application of qualitative research methods. Many theories and perspectives can be applied to study the teacher-student relationship, which mainly include attachment theory [9,10], interpersonal theory [11,12], power dynamics [7], and phenomenological perspective [13]. Combined with these theories or perspectives, qualitative study or quantitative study or both of them is used to explore the nature of teacher student interactions (for example, see [4,[14][15][16][17]).…”

Section: Introductionmentioning

confidence: 99%

“…Modeling is an e ective tool to analyze data with statistical analysis. Structural equation, hierarchical linear model, logistic and negative binomial regression models, growth mixture model can be found in [12,[18][19][20]. A longitudinal, cross-lagged path analysis was conducted to determine the patterns of in uence among teacher preference, peer rejection, and student aggression in [21], but it failed to enable conclusions about reciprocal relations.…”

Section: Introductionmentioning

confidence: 99%

Modeling and Analysis on Teacher-Student Relationship

Yang

2019

Discrete Dynamics in Nature and Society

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Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored su ciently. In this paper, a di erence equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. en some reasonable suggestions are proposed to improve the performance output of teachers and students.Hindawi

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Teacher interpersonal behavior in the context of positive teacher-student interpersonal relationships in East Asian classrooms: Examining the applicability of western findings

Cited by 15 publications

References 51 publications

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

Teachers’ Perceptions of Students’ Creativity in China’s Classrooms: The Role of Students’ Academic Achievement and Misbehaviors

Modeling and Analysis on Teacher-Student Relationship

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