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| | APS Poster Presentation - May 2005 |
 | | Research in the scholarship of teaching and learning has also suggested one’s personal orientation of individualism versus collectivism may influence various classroom behaviors such as asking questions (e.g., Fassinger, 1995; Hwang, Francesco, and Kessler, 2003), and suggested that students with a collectivistic orientation may be less involved and perform poorer in large lecture courses. |
 | | Noting that students high in collectivism may find individualistic learning environments more challenging than others (e.g., Hwang et al., 2003), it was hypothesized that collectivists would report greater problems with learning barriers that involved their learning style. |
 | | Further, given that the ideals of individualism (i.e., independence, personalized goals and desire to gain self-recognition) are often supported in university life in the United States (e.g., Hwang, et al., 2003), the expectation was that students high in individualism would express greater self-efficacy with regard to their academic performance. |
| www.uwgb.edu /vondrasd/Learning_Barriers_and_Collectivism.htm (1300 words) |
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