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A Comparison of Chinese and European–American University Students’ Virtue and Mind Learning Beliefs and Academic Achievement in Global Cultural Exchange

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  • Yanchi Liu

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou 510631, China
    School of Psychology, Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou 510631, China
    These authors contributed equally to this work.)

  • Ruixiang Gao

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou 510631, China
    School of Psychology, Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou 510631, China
    These authors contributed equally to this work.)

  • Xixin Lan

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
    These authors contributed equally to this work.)

  • Xinyu Zhou

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
    These authors contributed equally to this work.)

  • Shiqi Huang

    (School of Human-Environment Studies, Kyushu University, Fukuoka 819-0395, Japan
    School of Foreign Studies, South China Normal University, Guangzhou 510631, China)

  • Danying Wu

    (College of Teacher Education, South China Normal University, Guangzhou 510631, China)

  • Qiqi Li

    (School of Foreign Studies, South China Normal University, Guangzhou 510631, China
    Middle School of Shenzhen Longhua Academy of Educational Sciences, Shenzhen 518110, China)

  • Yujun Zhou

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China)

  • Ning Luo

    (School of Education, Guangzhou University, Guangzhou 510000, China)

  • Huang Zuo

    (Institution for Teachers’ Professional Ethics and Virtues Building, South China Normal University, Ministry of Education, Guangzhou 510631, China)

  • Lei Mo

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou 510631, China
    School of Psychology, Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou 510631, China)

Abstract

The world’s two largest economies, the United States and China, have fundamentally different cultural beliefs about learning. Thus, when examining Chinese learners, Western researchers were confused by the contrasting phenomenon between seemingly poor learning approaches and high academic achievement, i.e., the Paradox of Chinese Learners. In addressing this paradox, Jin Li offered a theoretical framework of the Chinese virtue model versus the European–American mind model to comprehensively understand the differences in students’ learning beliefs and academic achievement between the two cultures. However, Li does not pay attention to global cultural exchange or directly link learning beliefs to academic achievement. Therefore, this paper presents two empirical studies addressing these research gaps. Study 1 adopted both qualitative and quantitative methods to investigate the learning beliefs of Chinese and European–American university students, and revealed that deepening cultural exchange narrowed the gap between the two models (Study 1a), but the impact of the virtue model on European–American students was weaker than that of the mind model on Chinese students (Study 1b). Study 2 further revealed that both models were beneficial for Chinese students’ academic achievement, whereas only the virtue model benefited European–American students. These findings have important implications for addressing the Paradox of Chinese Learners.

Suggested Citation

  • Yanchi Liu & Ruixiang Gao & Xixin Lan & Xinyu Zhou & Shiqi Huang & Danying Wu & Qiqi Li & Yujun Zhou & Ning Luo & Huang Zuo & Lei Mo, 2022. "A Comparison of Chinese and European–American University Students’ Virtue and Mind Learning Beliefs and Academic Achievement in Global Cultural Exchange," Sustainability, MDPI, vol. 14(10), pages 1-17, May.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:5788-:d:812690
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    References listed on IDEAS

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    1. David S. Yeager & Paul Hanselman & Gregory M. Walton & Jared S. Murray & Robert Crosnoe & Chandra Muller & Elizabeth Tipton & Barbara Schneider & Chris S. Hulleman & Cintia P. Hinojosa & David Paunesk, 2019. "A national experiment reveals where a growth mindset improves achievement," Nature, Nature, vol. 573(7774), pages 364-369, September.
    2. Wayne Strayer, 2002. "The Returns to School Quality: College Choice and Earnings," Journal of Labor Economics, University of Chicago Press, vol. 20(3), pages 475-503, July.
    3. Ruixiang Gao & Jiayin Zhang & Yirao Liu & Jielin Zeng & Danying Wu & Xiaoxiao Huang & Xiaoqing Liu & Lei Mo & Zehui Zhan & Huang Zuo, 2022. "A Sustainability Lens on the Paradox of Chinese Learners: Four Studies on Chinese Students’ Learning Concepts under Li’s “Virtue–Mind” Framework," Sustainability, MDPI, vol. 14(6), pages 1-23, March.
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