Analysis of Classroom Silence Behaviors Among Chinese and Korean Undergraduates

Jinkai Zhang¹Zhuotao Fang¹Gina Sharotte Rhee^2*

• ¹Minzu Normal University of Xingyi, Xingyi, China
• ²The Catholic University of Korea, Jongno-gu, Republic of Korea

The present study investigated classroom silence among Chinese and Korean college students through the lens of a combined cultural-psychological model. It used Hofstede's cultural dimensions, Cramer's defense mechanism theory, and Fredricks' engagement theory to conceptualize classroom silence as both a culturally adaptive strategy and a psychologically mediated behavior. Data collected from surveys completed by 913 Chinese and 189 Korean undergraduate students were analyzed utilizing confirmatory factor analysis (CFA), structural equation modeling (SEM), and multiple indicators multiple causes (MIMIC) modeling to determine the psychometric properties of the survey items, to test the proposed theoretical relationship between the variables, and to examine how demographic characteristics relate to each variable. Results indicated that speaking anxiety and contextual rigidity had the largest positive predictive impact on classroom silence; however, self-efficacy had the greatest negative predictive impact on classroom silence and was the most important mediator of students' silence due to their environment and peers. When comparing the two cultures, results indicated that for Chinese students, their classroom silence was caused by the structure of their classroom (i.e. teacher centered and hierarchical); while for Korean students, their classroom silence was influenced by gender roles and the student's peer group. The interaction effect between self-efficacy and contextual constraints was significant in the Chinese sample only, which provides evidence that there is cultural variation in the ways students cope with their environments. Overall, the study expands Hofstede's and Fredricks' theories of classroom silence by providing evidence that classroom silence can take on multiple forms of regulated participation as opposed to complete disengagement; and pedagogically indicates the importance of developing students' expressive self-efficacy, reducing authority in the classroom, and creating supportive peer environments. The quantitative methodology used in this study, although rigorous, has some limitations. The current study utilizes a cross-sectional self-report design, which limits the ability to draw causal inferences about the variables measured in this study. Additionally, the unequal number of participants from each culture could result in reduced statistical power when comparing groups. Therefore, future studies should utilize longitudinal designs or mixed methods to investigate how classroom silence develops across different cultural and pedagogical settings.