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Direct linkGuo, Xiaolin; Guo, Luyang; He, Surina; Liu, Chunhui; Luo, Liang – Educational Psychology, 2020
In the present study, we investigated the relationships among mothers' filial piety, mother-child discrepancy in perceived parental expectations, and children's academic achievement in 823 Chinese families. The results indicated that mothers' authoritarian filial piety hindered children's academic achievement, whereas reciprocal filial piety had…
Descriptors: Mothers, Parent Child Relationship, Academic Achievement, Correlation
Lee, Jihyun – Educational Psychology, 2021
Classroom climate in seven Confucian Asian countries/systems was examined with respect to three dimensions: teachers' affective qualities, behavioural-classroom management style and cognitive-pedagogical approaches. The results based on PISA 2012 data showed that there were substantial variations in classroom climate across the seven Confucian…
Descriptors: Teacher Student Relationship, Educational Environment, Academic Achievement, Confucianism
Lee, Hyunjoo – Educational Psychology, 2019
Epistemic motivation, which is the desire to understand the environment and others' emotions more accurately, influences individuals' behaviour. To explore the role of university students' epistemic motivation in learning, I examined the interaction effects of teachers' emotional feedback type (positive vs. negative) × students' epistemic…
Descriptors: Feedback (Response), Emotional Response, Student Motivation, Student Role
Fwu, Bih-Jen; Wang, Hsiou-Huai; Chen, Shun-Wen; Wei, Chih-Fen – Educational Psychology, 2017
A predicament faced by students who fail academically in East Asian Confucian societies, such as Taiwan, is being obscured by students' outstanding performances in international academic assessments. This article proposes that there is a trapping effect of effort for these students. They are trapped in a dilemma between "feeling bad"…
Descriptors: Academic Failure, Confucianism, Student Surveys, Student Attitudes
Teachers' Perceptions of Effective Teaching: A Theory-Based Exploratory Study of Teachers from China
Meng, Lingqi; Muñoz, Marco A.; Wu, Dewen – Educational Psychology, 2016
There is general agreement that teachers matter the most when it comes to student learning. However, there is an unquestionable need for educators to understand what constitutes effective teaching in K-12 classrooms. This research studied Chinese high school (N = 359) teachers' perceptions of effective teaching using an international theoretical…
Descriptors: Teacher Attitudes, Educational Change, Foreign Countries, Teacher Effectiveness
