分析了中国和韩国本科生在课堂上的沉默行为
Jinkai Zhang1, Zhuotao Fang2, Gina Sharotte Rhee3
1School of Literature and Media, Minzu Normal University of Xingyi, Xingyi, China.
Frontiers in psychology
|December 22, 2025
概括
中国和韩国学生的课堂沉默是一种受监管的参与策略,受到等级制度和性别规范等文化因素的影响. 提高自我效能和支持性环境可以提高学生的参与度.
科学领域:
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
- 社会语言学 社会语言学
背景情况:
- 课堂上的沉默通常被视为脱离,但其作为参与策略的作用需要进一步调查.
- 文化和心理因素显著影响学生的行为和在学术环境中的互动.
- 现有的框架缺乏一个综合的模型,整合文化维度和心理机制来解释课堂上的沉默.
研究的目的:
- 通过综合文化心理模型,研究中国和韩国本科生课堂上的沉默.
- 将课堂上的沉默概念化为一种文化适应性实践和一种心理介导的参与形式.
- 检查文化维度,防御机制和参与框架对课堂沉默的影响.
主要方法:
- 调查数据来自913名中国和189名韩国学生.
- 确认因素分析 (CFA) 用于验证测量结构.
- 结构方程建模 (SEM) 和MIMIC建模用于评估关系和人口影响.
主要成果:
- 说话焦虑和上下文硬性积极预测沉默;自我效能负面预测沉默和调解其他因素.
- 中国学生的沉默与教师为中心的层次结构有关;韩国学生的沉默与性别规范和同行期望有关.
- 自我有效性和上下文约束仅对中国学生有显著的相互作用,显示了应对的文化差异.
结论:
- 课堂上的沉默作为一种受监管的参与策略,扩展了文化和参与理论.
- 教学意义包括培养表达式自我效能,减少教师权威,促进支持性同行环境.
- 未来的研究应该采用纵向或混合方法设计,以探索跨文化的课堂沉默的发展途径.
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