The Empirical Study on the Relationship Between Cross-Cultural Thinking Styles and Student Roles in CSCL

Computer-supported collaborative learning (CSCL) is considered an effective strategy for knowledge construction, and research on CSCL in cross-cultural contexts is of great significance for improving the knowledge construction and learning outcomes in minority regions. This study focuses on the relationship between thinking styles and role selection tendencies among Uyghur and Han students in a CSCL environment in a cross-cultural context. Using the Thinking Style Scale, the study surveyed 82 Uyghur and Han students in the second year of junior high school at No. 23 Middle School in Urumqi, Xinjiang, and revealed significant differences and correlations in their thinking styles and role selection in CSCL learning. The study also explains the mechanisms behind the differences in thinking styles and role choices from the perspective of cultural adaptation theory. The findings are as follows: (1) There are significant differences in thinking styles between Uyghur and Han students in a cross-cultural context. (2) Uyghur and Han students show different tendencies in role selection during CSCL learning. (3) There is a significant correlation between specific thinking styles and specific role selections among Uyghur and Han students in a cross-cultural context. The results not only enrich the theoretical foundation of cross-cultural education but also provide new perspectives and strategies for role allocation and instructional design in CSCL practice, contributing to the enhancement of ethnic unity, mutual assistance, and integration.