A Cross-Cultural Analysis of Teacher Confirmation and Student motivation in China, Korea, and Japan
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Date
1/07/2018
DOI
Open Access Location
Authors
Croucher SM
Journal Title
Journal ISSN
Volume Title
Publisher
Immigrantinstitutet
Rights
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)