References
[1]. Engle, L., and Engle, J. (2003). Study Abroad Levels: Toward a Classification of Program Types. Frontiers: The Interdisciplinary Journal of Study Abroad, 9(1), 1–20. https://doi.org/10.36366/frontiers.v9i1.113.
[2]. Gwenn, H and Woźniak, M. (2009). Developing an intercultural competence program at an international cross‐border university. Intercultural Education. 20. S113-S124. https://doi.org/10.1080/14675980903371019.
[3]. Rajabalee, B. Y., Santally, M. I., and Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567.
[4]. Durkin K. (2013). The adaptation of East Asian masters students to western norms of critical thinking and argumentation in the UK. Intercultural Education, 19:1, 15-27 https://doi.org/10.1080/14675980701852228.
[5]. Lee, J. (2014). Universal factors of student achievement in high-performing Eastern and Western countries. Journal of Educational Psychology, 106(2), 364–374. https://doi.org/10.1037/a0035609.
[6]. Martine B. Powell, Carolyn H. Hughes-Scholes, Rebecca Smith, & Stefanie J. Sharman (2014). The relationship between investigative interviewing experience and open-ended question usage. Police Practice and Research. 15:4, 283-292. https://doi.org/10.1080/15614263.2012.704170.
[7]. Zheng, X. 2010. "Re-interpreting Silence: Chinese International Students’ Verbal Participation in U.S. Universities." The International Journal of Learning: Annual Review 17 (5): 451-464. https://doi.org/10.18848/1447-9494/CGP/v17i05/47068
[8]. Gerber, C., Mans-Kemp, N. and Schlechter, A. 2013. Investigating the moderating effect of student engagement on academic performance. Acta Academica, 45(4):256-274.
[9]. Triandis, H.C., and Singelis, T.M. (1998). Training to recognize individual differences in collectivism and individualism within culture. International Journal of Intercultural Relations, 22, 35-47. https://doi.org/10.1016/S0147-1767(97)00034-5.
[10]. Wu, S. -Y., and Rubin, D.L. (2000). Evaluating the Impact of Collectivism and Individualism on Argumentative Writing by Chinese and North American College Students. Research in the Teaching of English, 35(2), 148-178. http://www.jstor.org/stable/40171513.
[11]. Rajabalee, B. Y., Santally, M. I., and Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567.
[12]. Cai, J. (1995). A Cognitive Analysis of U. S. and Chinese Students’ Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex Problem Solving. Journal for Research in Mathematics Education. Monograph, 7, i–151. https://doi.org/10.2307/749940
[13]. Dooley, K. (2003). Reconceptualizing equity: Pedagogy for Chinese students in Australian schools. The Australian Educational Researcher, 30(3), 25-42.
[14]. Rachel Zhou, Y., Knoke, D., and Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287-311.
[15]. Huang, J., and Brown, K. (2009). CULTURAL FACTORS AFFECTING CHINESE ESL STUDENTS ACADEMIC LEARNING. Education, 129(4).
[16]. Niu, W. (2007). Individual and environmental influences on Chinese student creativity. The Journal of Creative Behavior, 41(3), 151-175.
[17]. Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20(2), 161-173.
[18]. Lukkarinen, A., Koivukangas, P., and Seppälä, T. (2016). Relationship between class attendance and student performance. Procedia-Social and Behavioral Sciences, 228, 341-347.
[19]. Broussard, S. C., and Garrison, M. B. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and consumer sciences research journal, 33(2), 106-120.
[20]. Pintrich, P. R., and De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
[21]. Reeve, J., Bolt, E., and Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of educational psychology, 91(3), 537.
[22]. Martino, A. M., and Maher, C. A. (1999). Teacher questioning to promote justification and generalization in mathematics: What research practice has taught us. The Journal of Mathematical Behavior, 18(1), 53-78.
Cite this article
Hu,Y.;Li,H. (2023). Comparative Analysis of Chinese and American Students' Class Performance and Overall Academic Performance. Lecture Notes in Education Psychology and Public Media,6,724-729.
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References
[1]. Engle, L., and Engle, J. (2003). Study Abroad Levels: Toward a Classification of Program Types. Frontiers: The Interdisciplinary Journal of Study Abroad, 9(1), 1–20. https://doi.org/10.36366/frontiers.v9i1.113.
[2]. Gwenn, H and Woźniak, M. (2009). Developing an intercultural competence program at an international cross‐border university. Intercultural Education. 20. S113-S124. https://doi.org/10.1080/14675980903371019.
[3]. Rajabalee, B. Y., Santally, M. I., and Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567.
[4]. Durkin K. (2013). The adaptation of East Asian masters students to western norms of critical thinking and argumentation in the UK. Intercultural Education, 19:1, 15-27 https://doi.org/10.1080/14675980701852228.
[5]. Lee, J. (2014). Universal factors of student achievement in high-performing Eastern and Western countries. Journal of Educational Psychology, 106(2), 364–374. https://doi.org/10.1037/a0035609.
[6]. Martine B. Powell, Carolyn H. Hughes-Scholes, Rebecca Smith, & Stefanie J. Sharman (2014). The relationship between investigative interviewing experience and open-ended question usage. Police Practice and Research. 15:4, 283-292. https://doi.org/10.1080/15614263.2012.704170.
[7]. Zheng, X. 2010. "Re-interpreting Silence: Chinese International Students’ Verbal Participation in U.S. Universities." The International Journal of Learning: Annual Review 17 (5): 451-464. https://doi.org/10.18848/1447-9494/CGP/v17i05/47068
[8]. Gerber, C., Mans-Kemp, N. and Schlechter, A. 2013. Investigating the moderating effect of student engagement on academic performance. Acta Academica, 45(4):256-274.
[9]. Triandis, H.C., and Singelis, T.M. (1998). Training to recognize individual differences in collectivism and individualism within culture. International Journal of Intercultural Relations, 22, 35-47. https://doi.org/10.1016/S0147-1767(97)00034-5.
[10]. Wu, S. -Y., and Rubin, D.L. (2000). Evaluating the Impact of Collectivism and Individualism on Argumentative Writing by Chinese and North American College Students. Research in the Teaching of English, 35(2), 148-178. http://www.jstor.org/stable/40171513.
[11]. Rajabalee, B. Y., Santally, M. I., and Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567.
[12]. Cai, J. (1995). A Cognitive Analysis of U. S. and Chinese Students’ Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex Problem Solving. Journal for Research in Mathematics Education. Monograph, 7, i–151. https://doi.org/10.2307/749940
[13]. Dooley, K. (2003). Reconceptualizing equity: Pedagogy for Chinese students in Australian schools. The Australian Educational Researcher, 30(3), 25-42.
[14]. Rachel Zhou, Y., Knoke, D., and Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287-311.
[15]. Huang, J., and Brown, K. (2009). CULTURAL FACTORS AFFECTING CHINESE ESL STUDENTS ACADEMIC LEARNING. Education, 129(4).
[16]. Niu, W. (2007). Individual and environmental influences on Chinese student creativity. The Journal of Creative Behavior, 41(3), 151-175.
[17]. Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20(2), 161-173.
[18]. Lukkarinen, A., Koivukangas, P., and Seppälä, T. (2016). Relationship between class attendance and student performance. Procedia-Social and Behavioral Sciences, 228, 341-347.
[19]. Broussard, S. C., and Garrison, M. B. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and consumer sciences research journal, 33(2), 106-120.
[20]. Pintrich, P. R., and De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
[21]. Reeve, J., Bolt, E., and Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of educational psychology, 91(3), 537.
[22]. Martino, A. M., and Maher, C. A. (1999). Teacher questioning to promote justification and generalization in mathematics: What research practice has taught us. The Journal of Mathematical Behavior, 18(1), 53-78.