Skip to main content
SpringerLink
Log in

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

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: testing and interpreting interactions. Newbury Park: Sage.

    Google Scholar 

  • Arnup, J. L., Murrihy, C., Roodenburg, J., & McLean, L. A. (2013). Cognitive style and gender differences in children’s mathematics achievement. Educational Studies, 39(3), 355–68. doi:10.1080/03055698.2013.767184.

    Article  Google Scholar 

  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychology research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–82. doi:10.1037/0022-3514.51.6.1173.

    Article  Google Scholar 

  • Biggs, J. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: some comparative studies. Educational Research Journal, 6(1), 27–39.

    Google Scholar 

  • Calcaterra, A., Antonietti, A., & Underwood, J. (2005). Cognitive style, hypermedia navigation and learning. Computers & Education, 44(4), 441–57. doi:10.1016/j.compedu.2004.04.007.

    Article  Google Scholar 

  • Chen, S. Y., & Macredie, R. D. (2002). Cognitive styles and hypermedia navigation: development of a learning model. Journal of the American Society for Information Science and Technology, 53(1), 3–15. doi:10.1016/j.compedu.2004.04.007.

    Article  Google Scholar 

  • Cheng, X. (2000). Asian students’ reticence revisited. System, 28(3), 435–46.

    Article  Google Scholar 

  • Cheng, H. Y., & Guan, S. Y. (2015). Unravelling the influence of cognitive style on Chinese students’ classroom behaviours: the mediating effects of the structure-oriented/depth-oriented learning approach. Educational Psychology, 35(4), 497–512. doi:10.1080/01443410.2013.817539.

  • Cheng, H. Y., Andrade, H. L., & Yan, Z. (2011). A cross-cultural study of learning behaviours in the classroom: from a thinking style perspective. Educational Psychology, 31(7), 825–841. doi:10.1080/01443410.2011.608526.

  • Clarke, J. A. (1993). Cognitive style and computer assisted learning: problems and a possible solution. Association for Learning Technology Journal, 1, 47–59.

    Article  Google Scholar 

  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: a systematic and critical review. London: Learning & Skills Research Centre.

    Google Scholar 

  • Cokley, K. O., Bernard, N., Cunningham, D., & Motoike, J. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109–19. doi:10.1177/0013164406288175.

    Google Scholar 

  • Cortazzi, M., & Jin, L. (1996). Cultures of learning: language classrooms in China. In H. Coleman (Ed.), Society and the language classroom. Cambridge: Cambridge University Press.

    Google Scholar 

  • Cuthbert, P. F. (2005). The student learning process: learning styles or learning approaches. Teaching in Higher Education, 10, 235–49. doi:10.1080/1356251042000337972.

    Article  Google Scholar 

  • Dahlin, B., & Watkins, D. (2000). The role of repetition in the processes of memorising and understanding: a comparison of the views of German and Chinese secondary school students in Hong Kong. British Journal of Educational Psychology, 70(1), 65–84. doi:10.1348/000709900157976.

    Article  Google Scholar 

  • De Corte, E., Verschaffel, L., & Masui, C. (2004). The CLIA-model: a framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education, 19, 365–84. doi:10.1007/BF03173216.

    Article  Google Scholar 

  • Evans, C., & Waring, M. (2006). Towards inclusive teacher education: sensitizing individuals to how they learn. Educational Psychology, 6, 499–518. doi:10.1080/01443410500342484.

    Article  Google Scholar 

  • Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for Academic Motivation Scale. Contemporary Educational Psychology, 30, 331–58. doi:10.1016/j.cedpsych.2004.11.001.

    Article  Google Scholar 

  • Felder, R., & Silverman, L. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education, 78(7), 674–81.

    Google Scholar 

  • Fiorina, L., Antonietti, A., Colombo, B., & Bartolomeo, A. (2007). Thinking tyle, browsing primes and hypermedia navigation. Computers & Education, 49(3), 916–41. doi:10.1016/j.compedu.2005.12.005.

    Article  Google Scholar 

  • Flowerdew, L. (1998). A cultural perspective on group work. ELT Journal, 52(4), 323–8.

    Article  Google Scholar 

  • Ford, N., & Chen, S. Y. (2001). Matching/mismatching revisited: an empirical study of learning and teaching styles. British journal of Educational Technology, 32, 5–22. doi:10.1111/1467-8535.00173.

    Article  Google Scholar 

  • Goodenough, D. (1976). The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 83, 675–94.

    Article  Google Scholar 

  • Graff, M. (2003). Learning from Web-based instructional systems and cognitive style. British Journal of Educational Technology, 34(4), 407–18. doi:10.1111/1467-8535.00338.

    Article  Google Scholar 

  • Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70, 151–79. doi:10.3102/00346543070002151.

    Article  Google Scholar 

  • Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: learner autonomy in English language teaching. System, 23(2), 235–43. doi:10.1016/0346-251X(95)00011-8.

    Article  Google Scholar 

  • Ho, I., Salili, F., Biggs, J., & Hau, K. T. (1999). The relationship among causal attributions, learning strategies and level of achievement: a Hong Kong case study. Asia Pacific Journal of Education, 19(1), 45–58. doi:10.1080/0218879990190105.

    Article  Google Scholar 

  • Kennedy, P. (2002). Reading literature in Hong Kong; the beliefs and perceptions of three groups of adult learners. In J. Cribbin & P. Kennedy (Eds.), Lifelong learning in action: Hong Kong practitioners’ perspectives. Hong Kong: Hong Kong University Press.

    Google Scholar 

  • Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style. Psychological Bulletin, 133, 464–81. doi:10.1037/0033-2909.133.3.464.

    Article  Google Scholar 

  • Kumaravadivelu, B. (2003). Problematizing culture stereotypes in TESOL. TESOL Quarterly, 37, 709–16. doi:10.2307/3588219.

    Article  Google Scholar 

  • Legault, L., Green-Demers, I., & Pelletier, L.G. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582. doi: 00004760-200608000-00007.

  • Liao, C. C., & Chuang, S. H. (2007). Assessing the effect of cognitive styles with different learning modes on learning outcomes. Perceptual & Motor Skills, 105(1), 184–90. doi:10.2466/pms.105.1.184-190.

    Article  Google Scholar 

  • Littlewood, W. (1999). Hong Kong students and their English: LEAP Report. Hong Kong: Macmillan Publishers.

    Google Scholar 

  • Lyke, J. A., & Young, A. J. K. (2006). Cognition in context: students’ perceptions of classroom goal structures and reported cognitive strategy use in the college classroom. Research in Higher Education, 47(4), 477–90. doi:10.1007/s11162-005-9004-1.

    Article  Google Scholar 

  • Marambe, K. N., Vermunt, J. D., & Boshuizen, H. A. (2012). A cross-cultral comparison of student learning patterns in higher education. Higher Education, 64(3), 299–316. doi:10.1007/s10734-011-9494-z.

    Article  Google Scholar 

  • Masuda, T., & Nisbett, R. E. (2006). Culture and change blindness. Cognitive Science, 30(2), 381–99.

    Article  Google Scholar 

  • Messick, S. (1984). The nature of cognitive styles: problems and promise in educational practice. Educational Psychologist, 19, 59–74. doi:10.1080/00461528409529283.

    Article  Google Scholar 

  • Miller, L. M. (2005). Using learning style to evaluate computer-based instruction. Computers in Human Behavior, 21, 287–306. doi:10.1016/j.chb.2004.02.011.

    Article  Google Scholar 

  • Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: holistic vs. analytic cognition. Psychological Review, 108(2), 291–310.

    Article  Google Scholar 

  • Olaussen, B.S. (1999). Students’ use of strategies for self-regulated learning: cross-cultural perspectives. Scandinavian Journal of Educational Research, 43(4), 409-422. Doi: 0031-3831/99/040409-24.

  • Oosterheert, I. E., Vermunt, J. D., & Denessen, E. (2002). Assessing orientations to learning to teach. British Journal of Educational Psychology, 72, 41–64. doi:10.1348/000709902158766.

    Article  Google Scholar 

  • Pretz, J. E., Totz, K. S., & Kaufman, S. B. (2010). The effects of mood, cognitive style, and cognitive ability on implicit learning. Learning and Individual Differences, 20(3), 215–9. doi:10.1016/j.lindif.2009.12.003.

    Article  Google Scholar 

  • Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33(4), 845–62.

    Article  Google Scholar 

  • Rastall, P. (2006). Introduction: the Chinese learner in higher education—transition and quality issues. Language, Culture and Curriculum, 19(1), 1–4. doi:10.1080/07908310608668750.

    Article  Google Scholar 

  • Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: a dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31–60). Greenwich: Information Age.

    Google Scholar 

  • Riding, R. (1997). On the nature of cognitive style. Educational Psychology, 17(1), 29–49. doi:10.1080/0144341970170102.

    Article  Google Scholar 

  • Riding, R. J., & Rayner, S. (1999). Cognitive styles and learning strategies: understanding style differences in learning and behavior. London: D. Fulton Publishers.

    Google Scholar 

  • Ryan, R.M., & Connell, J.P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761. doi: 00005205-198911000-00001.

  • Sadler-Smith, E., & Riding, R. (1999). Cognitive style and instructional preferences. Instructional Science, 27(5), 355–71. doi:10.1023/A:1003277503330.

    Google Scholar 

  • Schmeck, R. R., & Geisler-Bernstein, E. (1983). Inventory of learning processes-R. Carbondale: Ronald R.

    Google Scholar 

  • Shi, C. (2011). A study of the relationship between cognitive styles and learning strategies. Higher Education Studies, 1(1), 20–6.

    Article  Google Scholar 

  • Torrance, E. P. (1988). Style of learning and thinking: administrator’s manual. Bensenville: Scholastic Testing Service.

    Google Scholar 

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–17. doi:10.1177/0013164492052004025.

    Article  Google Scholar 

  • Workman, M. (2004). Performance and perceived effectiveness in computer-based and computer-aided education: do cognitive styles make a difference? Computers in Human Behavior, 20, 517–34. doi:10.1016/j.chb.2003.10.003.

    Article  Google Scholar 

  • Zhang, L. F. (2006). Does student-teacher thinking style match/mismatch matter in students’ achievement? Educational Psychology, 26(3), 395–409. doi:10.1080/01443410500341262.

    Article  Google Scholar 

  • Zhang, L. F., & Sternberg, R. J. (2006). The nature of intellectual styles. Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Zhang, L. F., & Sternberg, R. J. (2009). Perspectives on the nature of intellectual styles. Heidelberg: Springer.

    Google Scholar 

Download references

Acknowledgments

This study was supported by the Zhejiang Province Social Science Planning Project (no. 15NDJC136YB) and the Project QJC1202003 from the Human Resources and Social Security Department of Zhejiang Province.

Author information

Authors and Affiliations

  1. School of Education, Zhejiang University, Hangzhou, Zhejiang, 310028, China

    Hong-Yu Cheng

  2. Institute of School History Research, Zhejiang University, Hangzhou, Zhejiang, 310028, China

    Shu-Qiang Zhang

Authors
  1. Hong-Yu Cheng
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Shu-Qiang Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hong-Yu Cheng.

Additional information

Hong-Yu Cheng, Ph.D. Zhejiang University, School of Education, 426 Tian Jia Bin Building, 148 Tian Mu San Lu, Xi Xi Campus, Hangzhou 310028, China. Cell Phone: 0086-0-15868107896, Email: chy688198@zju.edu.cn.

Current themes of research:

The research of the author in these years has been focused on the investigation of the cross-cultural differences in learning behavior, cognitive style, and learning style between Chinese students and Western students (American students in particular). He also investigated how the cross-cultural differences in cognitive style and learning style contribute to the distinct behavioral traits presented by Chinese students and Western students in a classroom environment. The influence mechanism of cognitive style and learning style on learning behaviors in the classroom was explored and discussed in his recently published book and papers.

Most relevant publications in the field of Psychology of Education

Cheng, H., Andrade, H. L., & Yan, Z. (2011). A cross-cultural study of learning behaviors in the classroom: from a thinking style perspective. Educational Psychology, 31(7), 825–841. doi:10.1080/01443410.2011.608526.

Cheng, H. & Guan, S. (2012). The role of learning approaches in explaining the distinct learning behaviors presented by American and Chinese undergraduates in the classroom. Learning and Individual Differences, 22(3), 414-418.

Cheng, H. (2012). Exploring the influence mechanism of cognitive style on the learning behaviors in the classroom. Hangzhou: Zhejiang University Press.

Shu-Qiang Zhang, Ph.D. Zhejiang University, Institute of School History Research, 503 Shao Yi Fu Building, 148 Tian Mu San Lu, Xi Xi Campus, Hangzhou 310028, China. Email: theory@zju.edu.cn.

Current themes of research

Other than learning styles presented by Children in classroom environments, another major focus of the author is on the development of lying. He use experimental methods to investigate how children come to grips with the concept and moral implication of lying, whether children are gullible or they are able to detect others’ lies, and whether children can tell convincing lies in various social situations. He also examines the cognitive-social-cultural factors that affect children’s acquisition of conceptual and moral knowledge about lying and their ability to detect/tell lies successfully.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cheng, HY., Zhang, SQ. Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students. Eur J Psychol Educ 32, 271–288 (2017). https://doi.org/10.1007/s10212-016-0289-6

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-016-0289-6

Keywords

Search

Navigation