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Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic

Because of the coronavirus disease 2019 (COVID-19) pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on...

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Autores principales: Mo, Chuan-Yu, Jin, Jiyang, Jin, Peiqi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9204299/
https://www.ncbi.nlm.nih.gov/pubmed/35719589
http://dx.doi.org/10.3389/fpsyg.2022.865445
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author Mo, Chuan-Yu
Jin, Jiyang
Jin, Peiqi
author_facet Mo, Chuan-Yu
Jin, Jiyang
Jin, Peiqi
author_sort Mo, Chuan-Yu
collection PubMed
description Because of the coronavirus disease 2019 (COVID-19) pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment (i.e., social policy). This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive learning style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. (1) In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. (2) Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. (3) Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. (4) Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment (e.g., teaching modes), and provides a reference for the future development of post epidemic education.
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spelling pubmed-92042992022-06-18 Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic Mo, Chuan-Yu Jin, Jiyang Jin, Peiqi Front Psychol Psychology Because of the coronavirus disease 2019 (COVID-19) pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment (i.e., social policy). This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive learning style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. (1) In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. (2) Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. (3) Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. (4) Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment (e.g., teaching modes), and provides a reference for the future development of post epidemic education. Frontiers Media S.A. 2022-05-26 /pmc/articles/PMC9204299/ /pubmed/35719589 http://dx.doi.org/10.3389/fpsyg.2022.865445 Text en Copyright © 2022 Mo, Jin and Jin. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Mo, Chuan-Yu
Jin, Jiyang
Jin, Peiqi
Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic
title Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic
title_full Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic
title_fullStr Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic
title_full_unstemmed Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic
title_short Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic
title_sort relationship between teachers’ teaching modes and students’ temperament and learning motivation in confucian culture during the covid-19 pandemic
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9204299/
https://www.ncbi.nlm.nih.gov/pubmed/35719589
http://dx.doi.org/10.3389/fpsyg.2022.865445
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