Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students

• Autores: Hong-Yu Cheng, Shu-Qiang Zhang
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 32, Nº 2, 2017, págs. 271-288
• Idioma: inglés
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• Resumen

  • The purpose of this study was to investigate whether and how high school students’ cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented approach versus the depth-oriented approach) might function as a mediator in the effects of holistic/analytic style on classroom learning behaviors. A sample of 1065 high school students in China were assessed in classroom learning behavior, holistic/analytic style, learning approach, and academic intrinsic motivation via the use of relevant measures. Results indicated that holistic style and analytic style were significant predictors of classroom learning behavior. The study also revealed significant moderation effects of intrinsic motivation and significant mediation effects of learning approach. Academic intrinsic motivation and learning approach were proven to be two relevant variables in unraveling the influence of holistic/analytic style on students’ behavioral performances in the classroom.