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
- 2026-07-21
- Container
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Open access
- unknown
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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 = {Yulu Jin and Baowen Shao and Nik Muhammad Hanis and Gang Yang and Haiying Qiu},
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 - Yulu Jin AU - Baowen Shao AU - Nik Muhammad Hanis AU - Gang Yang AU - Haiying Qiu PY - 2026 JO - Frontiers in Psychology DO - 10.3389/fpsyg.2026.1839204 UR - https://doi.org/10.3389/fpsyg.2026.1839204 ER -
APA
Jin, Y., Shao, B., Hanis, N. M., Yang, G., & Qiu, H. (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
- crossref · retrieved 2026-11-04T08:04:13.436Z