A Cross-Cultural Analysis of Teacher Confirmation and Student motivation in China, Korea, and Japan

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Date
2018-07-01
DOI
Open Access Location
Authors
Croucher SM
Journal Title
Journal ISSN
Volume Title
Publisher
Immigrantinstitutet
Rights
Articles are free for personal use, but are protected by copyright, in the sense that they may not be used for other purposes than personal use without the permission of the author and the Journal of Intercultural Communication.
Abstract
With an understanding that instructional communication and learning behaviors differ culturally, this study investigates the relationship between teacher confirmation and student motivation among Chinese, Korean, and Japanese students. Students in China (n = 718), Korea (n = 362), and Japan (n = 350) completed surveys assessing their perceived teacher confirmation and student motivation. Results indicate teacher confirmation is positively correlated with student motivation in each nation. There is also a significant difference among these groups on teacher confirmation and student motivation. The results showed there was a higher level of perceived teacher confirmation and student motivation in China, with Korean students scoring the lowest on perceived teacher confirmation and student motivation.
Description
Keywords
cross-cultural comparison, MANOVA, student motivation, Teacher confirmation
Citation
Journal of Intercultural Communication, 2018, July 2018, (47)
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