TY - JOUR
T1 - The Relationship Between Individualism-Collectivism, Face, And Feedback And Learning Processes In Hong Kong, Singapore, And The United States
AU - Hwang, Alvin
AU - FRANCESCO, Anne Marie
AU - Kessler, Eric
N1 - Partial funding for this study was provided by a Direct Allocation Grant from the Hong Kong University of Science and Technology to the second author
Publisher Copyright:
© 2003 Western Washington University
PY - 2003/1
Y1 - 2003/1
N2 - This article focuses on the relationships among face ( mianzi), individualism-collectivism, feedback processes, and learning outcomes in HongKong, Singapore, and the United States. An expected effect between individualism and desire to gain mianzi ( Mianzigain) was generally confirmed; however, the mirror effect between collectivism and fear of losing mianzi ( Mianziloss) was not. As, expected, there was a consistent negative effect between Mianziloss and student question-asking in class (InAsk), but the positive effect from Mianzigain to InAsk was only found in the U.S. sample. Selective effects of feedback forms on learning were highly sensitive to cultural contexts. In the United States, asking questions outside of class was positively related to grades. However, InAsk had a negative effect. In contrast, InAsk was positively related to grades in Hong Kong. For Singaporeans, only checking with students outside of class had an effect on performance, but it was negative.
AB - This article focuses on the relationships among face ( mianzi), individualism-collectivism, feedback processes, and learning outcomes in HongKong, Singapore, and the United States. An expected effect between individualism and desire to gain mianzi ( Mianzigain) was generally confirmed; however, the mirror effect between collectivism and fear of losing mianzi ( Mianziloss) was not. As, expected, there was a consistent negative effect between Mianziloss and student question-asking in class (InAsk), but the positive effect from Mianzigain to InAsk was only found in the U.S. sample. Selective effects of feedback forms on learning were highly sensitive to cultural contexts. In the United States, asking questions outside of class was positively related to grades. However, InAsk had a negative effect. In contrast, InAsk was positively related to grades in Hong Kong. For Singaporeans, only checking with students outside of class had an effect on performance, but it was negative.
UR - https://journals.sagepub.com/doi/10.1177/0022022102239156
U2 - 10.1177/0022022102239156
DO - 10.1177/0022022102239156
M3 - Journal article
SN - 0022-0221
VL - 34
SP - 72
EP - 91
JO - Journal of Cross-Cultural Psychology
JF - Journal of Cross-Cultural Psychology
IS - 1
ER -
