Revisiting the Relationship between Teacher Confirmation and Learning Outcomes: Examining Cultural Differences in Turkish, Chinese, and American Classrooms

Abstract

This study investigates the relationship between teacher confirmation behaviors (i.e., responding to questions, demonstrating interest, interactive teaching style) and student learning outcomes (i.e., affective learning, student motivation) across three cultures: Turkey, China, and the United States. Results indicates the confirmation-learning relationship was significantly stronger in the United States and China than it was in Turkey. The findings from this study suggest that teacher confirmation is an effective teaching behavior that transcends cultures, yet the magnitude of its importance on student learning appears more relevant in America, and to a lesser extent in China, than it is in Turkey.

Keywords:

• Teacher confirmation
• Turkey
• China
• United States
• Affective Learning
• Student Motivation