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Chinese Education Examined via the Lens of Self-Determination

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Abstract

Chinese education is controversial: it is not only lauded for Chinese students’ high test achievements but also criticized for curbing students’ deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology, especially understanding the fundamental developmental costs behind Chinese students’ high test scores. In the first part, we provide an up-to-date overview of SDT, which proposes that a growth-oriented motivation fueled by basic psychological needs underlies human development; hence, the role of education is to provide environmental support for these needs. After reviewing research evidence, we conclude that SDT serves as a valid theoretical framework for analyzing Chinese education. In the second part, we apply the lens of SDT to better understand the motivational dynamics that prevail in Chinese education. In doing so, we first primarily focus on the distal institutional level, thereby examining in detail how the high-stakes testing system headed by Gaokao fails to support—and may even thwart—basic psychological needs; we also address counterarguments favoring Gaokao, such as heightened involvement and alignment. We then scrutinize the pros and cons at the proximal level of the student environment—i.e., teachers and parents. Finally, we discuss existing reform attempts, which seemingly have very limited effectiveness. We propose that awareness of the problem and more holistic change are needed to realize more effective and sustainable change in Chinese education.

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Notes

  1. The analysis of Chinese education will focus on Mainland Chinese education, but in discussions of cultural universality in the motivation model of SDT, we may also refer to research that is based on samples from Taiwan and Hong Kong, which are culturally similar to Mainland China.

  2. Research on collectivism is more inconsistent, as some research shows that horizontal collectivism could be easily internalized.

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Acknowledgements

The first author wishes to thank Xiangping Liu for his support of this paper, and the helpful comments collected from members of the lab of Chantal Levesque-Bristol at Purdue and Xiangping Liu at Beijing Normal University.

The authors received no grant or fund for the current paper.

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Authors and Affiliations

  1. Purdue University, 341 Hall for Discovery and Learning Research, 207 S Martin Jischke Dr, West Lafayette, IN, 47907, USA

    Shi Yu

  2. Ghent University, Erlenstrasse 62, 8805, Richterswil, Switzerland

    Beiwen Chen

  3. Purdue University, 341 Hall for Discovery and Learning Research, 207 S Martin Jischke Dr, West Lafayette, IN, 47907, USA

    Chantal Levesque-Bristol

  4. Vakgroep ontwikkelings-, persoonlijkheid- en sociale psychologie, Ghent Universtiy, H. Dunantlaan 2, 9000, Ghent, Belgium

    Maarten Vansteenkiste

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Yu, S., Chen, B., Levesque-Bristol, C. et al. Chinese Education Examined via the Lens of Self-Determination. Educ Psychol Rev 30, 177–214 (2018). https://doi.org/10.1007/s10648-016-9395-x

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