Surveys reveal that Confucian values influence the perception of autonomy in learning, suggesting that collectivist approaches inform classroom management strategies.
Key Points
This research examines how Confucian values affect self-regulated and autonomous learning among university students.
Surveys assessing Confucian beliefs and self-regulated learning strategies administered to 281 students.
Cultural values and learning preferences evaluated using multiple linear regression analysis.
Statistical analysis conducted to identify predictors of learning regulation.
Confucian values significantly predict both autonomous and controlled learning regulations.
Learners with Confucian values view autonomy as a collective process involving goal setting and evaluation.
A need for adaptive classroom management styles that incorporate both autonomy and teacher control is suggested.