The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors.

Zhou, Ning; Lam, Shui-Fong; Chan, Kam Chi

doi:10.1037/a0027609

Cited by 191Cultural Differences and ValuesMotivation and Self-Concept in SportsEducation, Achievement, and Giftedness

The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors.

Zhou, Ning, Lam, Shui-Fong, Chan, Kam Chi·2012·Journal of Educational Psychology

DOI 10.1037/a0027609

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Abstract

Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning.Chinese teachers appear to be controlling but Chinese students do not have poor academic performance in international comparisons.The present study addressed this paradox by examining the cultural differences in students' interpretation of teacher controlling behaviors.Affective meanings of teacher controlling behaviors were solicited from 158 Chinese 5 th graders and 115 American 5 th graders.It was found that the same teacher controlling behaviors had different affective meanings for different cultural groups (Chinese vs. American) and groups with different levels of social-emotional relatedness with teachers (High vs. Low).Chinese children perceived the behaviors as less controlling than American children and in turn reported more motivated in their teachers' class than American children.Regardless of culture, children with high social-emotional relatedness with teachers perceived the behaviors as less controlling than children with low social-emotional relatedness with teachers.It was also found that internalization mediated the relation between social-emotional relatedness and children's learning motivation in both cultures.The findings revealed cultural differences as well as similarities in the psychological process of internalization.

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American compared to Chinese elementary school children perceived a controlling teacher as more hurtful and controlling, which was reflected in their reduced motivation for schoolwork.
“For instance, American compared to Chinese elementary school children perceived a controlling teacher as more hurtful and controlling, which was reflected in their reduced motivation for schoolwork (Zhou et al. 2012).”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Zhou et al. 2012

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Authors: Zhou, N., Lam, S.-F., & Chan, K. C.
Affiliations: University of Hong Kong (HK)
Purdue University Northwest (US)
ORCID: Lam, Shui-Fong
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2012-11
Volume: 104
Issue: 4
Pages: 1162-1174
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0027609
OpenAlex: W2071792475
Cited by: 191
References: 62
Citations by year: 2026: 8 · 2025: 14 · 2024: 11 · 2023: 90 · 2022: 7 · 2021: 7 · 2020: 9 · 2019: 5 · 2018: 7 · 2017: 6 · 2016: 10 · 2015: 12 · 2014: 3 · 2013: 1
FWCI: 7.73
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Cultural Differences and Values
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: self-determination theory, student perceptions of teachers, affective meaning, student motivation, internalization, cross-cultural comparison, elementary school students

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The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors.

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