The Exploration and Prediction of the Students’ Degree of Obedience to Authority in the Classroom Context under Different Education Systems
Inside the Hive Mind: The Psychology of Group Life
- DOI
- 10.2991/assehr.k.211220.098How to use a DOI?
- Keywords
- (dis)obedience to authority; education systems; students; Chinese society; mixed-method approach
- Abstract
Examining the dynamic relationship between teachers and students is a key topic associating with the relation between authority and obedience. So far, scholars have set up a variety of cross-cultural studies about the authoritative relationship based on a school context, yet there is a lack of studies from a Chinese version. In the contemporary period, the introduction of western-style classes causes Chinese students to have diverse choices in educational approaches. They are not merely limited to learn in traditional Chinese schools until universities. The designed study is aimed at providing a mixed-method approach to investigate how the variation of educational backgrounds affects students’ behaviors in class within Chinese society. By considering a quantitative in-class changing seat activity and a qualitative self-report questionnaire, it induces the discussion about the influence of educational models on the degree of (dis)obedience. The results predict to exhibit a relation to educational backgrounds and age. Chinese students accepting a western-style learning pattern and receiving it in an earlier age tend to have a higher disobedient rate due to diverse aspects, such as learning styles, uncertainty avoidance and individual developing patterns.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Jiaxuan Yu PY - 2021 DA - 2021/12/24 TI - The Exploration and Prediction of the Students’ Degree of Obedience to Authority in the Classroom Context under Different Education Systems BT - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) PB - Atlantis Press SP - 583 EP - 587 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211220.098 DO - 10.2991/assehr.k.211220.098 ID - Yu2021 ER -