The impact of cultural understanding-based approach to teaching Chinese characters on primary school students' performance, motivation, cognitive load, and culture understanding.
- DOI
- 10.3389/fpsyg.2026.1839204
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1839204,
title = {The impact of cultural understanding-based approach to teaching Chinese characters on primary school students' performance, motivation, cognitive load, and culture understanding.},
author = {Jin Y and Shao B and Hanis NM and Yang G and Qiu H},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1839204},
url = {https://doi.org/10.3389/fpsyg.2026.1839204}
}RIS
TY - JOUR TI - The impact of cultural understanding-based approach to teaching Chinese characters on primary school students' performance, motivation, cognitive load, and culture understanding. AU - Jin Y AU - Shao B AU - Hanis NM AU - Yang G AU - Qiu H PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1839204 UR - https://doi.org/10.3389/fpsyg.2026.1839204 ER -
APA
Y, J., B, S., NM, H., G, Y., & H, Q. (2026). The impact of cultural understanding-based approach to teaching Chinese characters on primary school students' performance, motivation, cognitive load, and culture understanding.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1839204
Source records
- pubmed · retrieved 2026-09-25T18:12:56.978Z