The relationship between individualism-collectivism, face, and feedback and learning processes in Hong Kong, Singapore, and the United States
The relationship between individualism-collectivism, face, and feedback and learning processes in Hong Kong, Singapore, and the United States
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DOI：
10.1177/0022022102239156
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发表时间：
2003-01-01
影响因子：
3
通讯作者：
Kessler, E
中科院分区：
文献类型：
--
作者：
Hwang, A;Francesco, AM;Kessler, E
本文主要研究面子、个人主义-集体主义、反馈过程与学习结果之间的关系。个人主义和对面子的渴望之间的预期效应被普遍证实；然而，集体主义和害怕失去面子(面子)之间的镜像效应并不是。正如预期的那样，Mianziloss和学生课堂提问(InAsk)之间存在一致的负面影响，但Mianzigain对InAsk的积极影响仅在美国样本中发现。反馈形式对学习的选择性效应对文化背景高度敏感。在美国，课外提问与成绩呈正相关。然而，InAsk有一个负面影响。相比之下，InAsk与香港的成绩呈正相关。对于新加坡人来说，只有在课外与学生交流才会对表现产生影响，但这是负面的。
This article focuses on the relationships among face (mianzi), individualism-collectivism, feedback processes, and learning outcomes in Hong Kong, Singapore, and the United States. An expected effect between individualism and desire to gain mianzi (Mianzigain) was generally confirmed; however, the mirror effect between collectivism and fear of losing mianzi (Mianziloss) was not. As, expected, there was a consistent negative effect between Mianziloss and student question-asking in class (InAsk), but the positive effect from Mianzigain to InAsk was only found in the U.S. sample. Selective effects of feedback forms on learning were highly sensitive to cultural contexts. In the United States, asking questions outside of class was positively related to grades. However, InAsk had a negative effect. In contrast, InAsk was positively related to grades in Hong Kong. For Singaporeans, only checking with students outside of class had an effect on performance, but it was negative.