Cultural differences in learning approaches

D.T. Tempelaar, B.C. Rienties, S.J.H. Giesbers, S. Schim van der Loeff

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

Abstract

Cultural differences in learning-related dispositions are investigated amongst 7,300 first year students from 81 different nationalities, using the framework of Hofstede (Culture’s consequences: international differences in work-related values. Sage, Beverly Hills, 1980). Comparing levels and intercorrelations of implicit theories of intelligence, effort beliefs, academic motivation, achievement goals, learning styles and approaches, and subject attitudes learns that traditional dichotomies often postulated in learning theories, such as those of surface versus deep learning, intrinsic versus extrinsic motivation, self-regulation of learning versus external regulation, and mastery goals versus performance goals, do not manifest in different cultural clusters. In contrast, cluster profiles tend to be rather balanced. Cultural differences in intercorrelations are substantial and again indicate the difficulty of constructing culture-invariant learning theories. One of these differences regards the differentiation of several facets in performance goals and in different aspects of memorisation-based learning processes. Compared to students from other cultures, students of the Confucian culture appear to possess relative undifferentiated conceptions of performance goals and memorisation-based learning processes, what is at odds with contemporary theories of the Chinese learner.
Original languageEnglish
Title of host publicationFacilitating learning in the 21st century: Leading through technology, diversity and authenticity
EditorsP. Van den Bossche, W.H. Gijselaers, R.G. Milter
Place of PublicationBerlin
PublisherSpringer
Pages3-30
Number of pages28
ISBN (Print)978-94-007-6136-0
DOIs
Publication statusPublished - 1 Jan 2013

Publication series

SeriesAdvances in Business Education and Training

Cite this

Tempelaar, D. T., Rienties, B. C., Giesbers, S. J. H., & Schim van der Loeff, S. (2013). Cultural differences in learning approaches. In P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Facilitating learning in the 21st century: Leading through technology, diversity and authenticity (pp. 3-30). Berlin: Springer. Advances in Business Education and Training https://doi.org/10.1007/978-94-007-6137-7_1
Tempelaar, D.T. ; Rienties, B.C. ; Giesbers, S.J.H. ; Schim van der Loeff, S. / Cultural differences in learning approaches. Facilitating learning in the 21st century: Leading through technology, diversity and authenticity. editor / P. Van den Bossche ; W.H. Gijselaers ; R.G. Milter. Berlin : Springer, 2013. pp. 3-30 (Advances in Business Education and Training).
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Tempelaar, DT, Rienties, BC, Giesbers, SJH & Schim van der Loeff, S 2013, Cultural differences in learning approaches. in P Van den Bossche, WH Gijselaers & RG Milter (eds), Facilitating learning in the 21st century: Leading through technology, diversity and authenticity. Springer, Berlin, Advances in Business Education and Training, pp. 3-30. https://doi.org/10.1007/978-94-007-6137-7_1

Cultural differences in learning approaches. / Tempelaar, D.T.; Rienties, B.C.; Giesbers, S.J.H.; Schim van der Loeff, S.

Facilitating learning in the 21st century: Leading through technology, diversity and authenticity. ed. / P. Van den Bossche; W.H. Gijselaers; R.G. Milter. Berlin : Springer, 2013. p. 3-30 (Advances in Business Education and Training).

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

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N2 - Cultural differences in learning-related dispositions are investigated amongst 7,300 first year students from 81 different nationalities, using the framework of Hofstede (Culture’s consequences: international differences in work-related values. Sage, Beverly Hills, 1980). Comparing levels and intercorrelations of implicit theories of intelligence, effort beliefs, academic motivation, achievement goals, learning styles and approaches, and subject attitudes learns that traditional dichotomies often postulated in learning theories, such as those of surface versus deep learning, intrinsic versus extrinsic motivation, self-regulation of learning versus external regulation, and mastery goals versus performance goals, do not manifest in different cultural clusters. In contrast, cluster profiles tend to be rather balanced. Cultural differences in intercorrelations are substantial and again indicate the difficulty of constructing culture-invariant learning theories. One of these differences regards the differentiation of several facets in performance goals and in different aspects of memorisation-based learning processes. Compared to students from other cultures, students of the Confucian culture appear to possess relative undifferentiated conceptions of performance goals and memorisation-based learning processes, what is at odds with contemporary theories of the Chinese learner.

AB - Cultural differences in learning-related dispositions are investigated amongst 7,300 first year students from 81 different nationalities, using the framework of Hofstede (Culture’s consequences: international differences in work-related values. Sage, Beverly Hills, 1980). Comparing levels and intercorrelations of implicit theories of intelligence, effort beliefs, academic motivation, achievement goals, learning styles and approaches, and subject attitudes learns that traditional dichotomies often postulated in learning theories, such as those of surface versus deep learning, intrinsic versus extrinsic motivation, self-regulation of learning versus external regulation, and mastery goals versus performance goals, do not manifest in different cultural clusters. In contrast, cluster profiles tend to be rather balanced. Cultural differences in intercorrelations are substantial and again indicate the difficulty of constructing culture-invariant learning theories. One of these differences regards the differentiation of several facets in performance goals and in different aspects of memorisation-based learning processes. Compared to students from other cultures, students of the Confucian culture appear to possess relative undifferentiated conceptions of performance goals and memorisation-based learning processes, what is at odds with contemporary theories of the Chinese learner.

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Tempelaar DT, Rienties BC, Giesbers SJH, Schim van der Loeff S. Cultural differences in learning approaches. In Van den Bossche P, Gijselaers WH, Milter RG, editors, Facilitating learning in the 21st century: Leading through technology, diversity and authenticity. Berlin: Springer. 2013. p. 3-30. (Advances in Business Education and Training). https://doi.org/10.1007/978-94-007-6137-7_1