BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Language, Culture and Diversity
Is Confucianism Compatible with Autonomous Learning? An Investigation of Cultural Influences on Self-Regulated Learning in China
Provisionally accepted
Andrew Schenck1*
Caiyun Zhang2- 1Fort Hays State University, Hays, Kansas, United States
- 2SIAS University, Xinzheng, Henan Province, China
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Cultural values may impact how well a learner uses self-regulated learning strategies in Confucian contexts, yet research remains limited. To address this gap in past research, surveys were given to 281 Chinese university students concerning preferences for Confucian values, self-regulated learning, and self-regulated use of technology. Confucian values were then statistically compared to preferences for self-regulated learning and use of technology using regression and Pearson correlations. Results suggest that traditional cultural values that promote collectivism and power distance significantly impact perspectives on self-regulated learning. However, these same cultural values do not appear to significantly influence perspectives on self-regulated use of technology. Whereas conceptions about learning have been clearly defined by long-standing Confucian traditions, perspectives on new educational technology have not, explaining the findings. Results suggest that new techniques may be developed to enhance self-regulated learning in Confucian heritage countries. Educational techniques that mirror collective cultural beliefs and respect norms for power distance may enhance performance in the classroom.
Keywords: self-regulated learning, Autonomous regulation, controlled regulation, Technology, Confucianism, Self Determination Theory, Chinese
Received: 03 Jul 2025; Accepted: 06 Nov 2025.
Copyright: © 2025 Schenck and Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Andrew Schenck, schenck@hotmail.com
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