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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 31, 2011 - Issue 7
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Articles

A cross-cultural study of learning behaviours in the classroom: from a thinking style perspective

Hongyu Cheng College of Education, Zhejiang University, Hangzhou, ChinaCorrespondence[email protected]
,
Heidi L. Andrade School of Education, State University of New York, University at Albany, Albany, NY, USA
&
Zheng Yan School of Education, State University of New York, University at Albany, Albany, NY, USA
Pages 825-841 | Received 07 Dec 2010, Accepted 26 Jul 2011, Published online: 15 Aug 2011

Citations (13)

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Read on this site (2)

Yu Song. (2022) How Chinese students participate in classroom dialogue with the advancement of new curriculum reform. Asia Pacific Journal of Education 42:sup1, pages 52-72.
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Hong-Yu Cheng & Shu-Yi Guan. (2015) Unravelling the influence of cognitive style on Chinese students’ classroom behaviours: the mediating effects of the structure-oriented/depth-oriented learning approach. Educational Psychology 35:4, pages 497-512.
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Articles from other publishers (11)

Zheng Liu, Huihui Yu, Minxuan Feng & Yubo Hou. (2023) Thinking Styles and Creativity: The Mediating Role of Psychological Adjustment in College Students. Behavioral Sciences 13:10, pages 875.
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Elisabeth Mundt & Martin Hänze. (2022) Course characteristics influencing students’ oral participation in higher education. Learning Environments Research 26:2, pages 427-444.
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Mahmood Khosrowjerdi & Lutz Bornmann. (2021) Is culture related to strong science? An empirical investigation. Journal of Informetrics 15:4, pages 101160.
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Muhammad Nadeem Mohsin, Bushra Naureen & Kishwer Naheed Rana. (2021) Effects of Students thinking Styles on Classroom Participation and Academic Achievements: A Case Study of Pakistani Students. Sustainable Business and Society in Emerging Economies 3:3, pages 195-207.
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Halimin Herjanto, Muslim Amin & Elizabeth F. Purington. (2021) Panic buying: The effect of thinking style and situational ambiguity. Journal of Retailing and Consumer Services 60, pages 102455.
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Meijia Shi & Cheng Yong Tan. (2020) Beyond Oral Participation: A Typology of Student Engagement in Classroom Discussions. New Zealand Journal of Educational Studies 55:1, pages 247-265.
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Hui Ling Xu & Jane Hanley. 2020. Intersections in Language Planning and Policy. Intersections in Language Planning and Policy 317 333 .
Hong-Yu Cheng & Shu-Qiang Zhang. (2016) Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students. European Journal of Psychology of Education 32:2, pages 271-288.
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Tzu-Ling Wang & Yi-Kuan Tseng. (2014) DO THINKING STYLES MATTER FOR SCIENCE ACHIEVEMENT AND ATTITUDES TOWARD SCIENCE CLASS IN MALE AND FEMALE ELEMENTARY SCHOOL STUDENTS IN TAIWAN?. International Journal of Science and Mathematics Education 13:3, pages 515-533.
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Maria Kozhevnikov, Carol Evans & Stephen M. Kosslyn. (2014) Cognitive Style as Environmentally Sensitive Individual Differences in Cognition. Psychological Science in the Public Interest 15:1, pages 3-33.
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Hong-Yu Cheng & Shu-Yi Guan. (2012) The role of learning approaches in explaining the distinct learning behaviors presented by American and Chinese undergraduates in the classroom. Learning and Individual Differences 22:3, pages 414-418.
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