Exploring the relationships between learning experiences, cultural identity, social value orientation, and learning preferences

: evidence from China and the UK

Abstract

The present research explores the relationship between previous learning experiences, individualist-collectivist (I-C) culture and learning preferences in China and the UK, considering the potential mediating role of social value orientation (SVO). In particular, the research focuses on distinctions between cooperative, competitive, and individualistic experiences and preferences. In addition, the research asks what people believe affects their formation of learning preference.

A sequential mixed-methods design was adopted. Studies 1 and 2 quantitatively explored the relationships using a self-report survey in China (n = 260 Chinese undergraduates, 74 males and 186 females) and the UK (n = 302 UK undergraduates, 56 males and 246 females). Structural equation modelling was employed to analyse the survey data. Study 3 explored students’ beliefs and experiences regarding what affects learning preferences. A total of six participants from each of China and the UK participated in semi-structured interviews. Vignettes were applied in the interview to elicit further data on this topic. Thematic analysis was used to analyse the qualitative data.

Studies 1 and 2 demonstrated the complexity of the relationship between learning preference and contextual and individual factors. In particular, the positive relationships between types of learning preference and corresponding previous learning experiences were more often seen in Study 1 with the Chinese sample than in Study 2 with the UK sample. Similarly, there were variations between the two studies in the relationships between I-C cultural identity and other factors. Qualitative findings highlighted that teacher-/student-centred classroom environment and learning goals, learners’ characteristics, students’ feelings, emotions and learning motivations, and parental influences, might also be associated with learning preference. The findings highlight an important distinction between the influence of national cultural background and individual cultural identity and provide evidence for the nature of the relationship between SVO and learning preferences.

Date of Award	21 Sept 2021
Original language	English
Awarding Institution	University of Bristol
Supervisor	Jo Rose (Supervisor) & Shelley McKeown Jones (Supervisor)