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Understanding Chinese Students’ Obsession with Grades and Degrees under the Traditional Exam-oriented Education System in Shanghai by Drawing on Existence Theory

Yanxuan Wu

Abstract


In today’s era of educational globalization, Chinese students’ high pursuit of academic achievements such as grades and rankings are well known to international scholars. However, this obsession with education has had negative consequences for Chinese students, resulting in depression and even suicide. This article presents a novel perspective on the issue, employing existence theory as a framework to explore the reasons behind Chinese students’ academic obsession and the changes that have emerged in the context of late modernity. Drawing on a literature review and semi-structured interviews, the author reveals that the factors driving this preoccupation with educational achievement are multifaceted and complex, including the influence of traditional Chinese Confucian culture, the close connection between education and the job market, the parenting styles of Chinese parents, and the Chinese examination system itself. The article also highlights the growing trend among modern Chinese students to pursue a more holistic and well-rounded approach to education, focusing not only on academic scores but also on developing moral, personal, and career-related skills. Nevertheless, it is clear that achieving academic success and meeting educational milestones remain the primary goals for most Chinese students, driven in part by the intense pressure and competitiveness of China’s current social environment.

Keywords


Chinese education obsession and cause; Chinese grade and ranking obsession; Chinese academic pressure and competitiveness; Chinese education approach transformation; Chinese parenting; Chinese educational examination system

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References


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DOI: http://dx.doi.org/10.18686/ahe.v7i30.10998

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