The Q-proximity versus A-proximity and the university students’ learning preference and performance in China: a construal level analysis

This study explores whether the psychological proximity of the student to the question (Q-proximity) versus to the answer (A-proximity) affects the student’s learning preference and performance. Construal Level Theory (CLT) suggests that proximity versus distance elicits different levels of preference and performance in the learning context. Based on the ownership of the Q, A, neither or both, we developed seven learning modes and tested them in the student population of a Chinese university in a Business school. An instrument based on seven proximity vs. distal modes was distributed to 2,000 students, and we received 1,142 useful responses through non-random sampling. With mixed-effect methods and path analysis, we discovered that the Q-proximity and A-proximity increase both preference and performance. Between the two, the A-proximity enhances performance more than the Q-proximity regarding the student’s self-reported score. The A-proximity has a marginal difference (factor of 0.3) from the Q-proximity in the preference; however, the A-proximity has a large difference (factor of 1) from the Q-proximity in the context of university students in management education in China. This finding aligns with theories that Asian students are more inclined to answer for high scores than to questions. The insight from this study can enhance our understanding of learning conditions, contexts, and structures within the framework of construed evaluation in China. Furthermore, these findings offer practical guidance for designing learning systems that lead to optimal and balanced educational outcomes.