Investigating How Student-Centered and Teacher-Centered Teaching Paradigms Relate to the Academic Motivation and Learning Behaviors of Secondary School Students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China)

Autor/inn/en	Cheng, Hong-Yu; Chen, Lu
Titel	Investigating How Student-Centered and Teacher-Centered Teaching Paradigms Relate to the Academic Motivation and Learning Behaviors of Secondary School Students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 4, S.906-938 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Hong-Yu)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2096299
Schlagwörter	Foreign Countries; Student Centered Learning; Conventional Instruction; Student Motivation; Student Behavior; Secondary School Students; Correlation; Instructional Program Divisions; Learning Motivation; Teaching Methods; China; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulische Motivation; Student behaviour; Schülerverhalten; Sekundarschüler; Korrelation; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To foster the pursuit of a better understanding of how the shift of teaching paradigms from teacher-centred instruction to student-centred instruction might have effects on Chinese students' learning, this study investigated the associations between teaching paradigms (student-centred and teacher-centred) and students' academic motivation and learning behaviours in Chinese secondary schools. Measures assessing the teaching paradigms perceived by students and participants' academic motivation and learning behaviours were administered to 492 secondary school students who were experiencing the paradigm shift. The results of data analyses indicated that student-centred instruction in comparison to teacher-centred instruction presented higher significance levels in relating to students' academic motivation and learning behaviours in general. However, student-centred instruction was not found significantly related to Chinese students' autonomous, independent, planning and managing behaviours in learning. Furthermore, it was found that grade significantly moderated the relations between student-centred instruction and learning behaviours of students. [Translation from English by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01