Q vs A proximities in construed modes of learning: Excitement and performance of university students in China’s Northeast

Abstract This study explores how Q-proximity and A-proximity affect the student's learning excitement and performance, and how they differ in these effects. Using the Construal Level Theory (CLT), a questionnaire was designed with multiple models (in which the student owns the Q, A, both or neither). The study then factored Qs and As to obtain two respective proximities and link them to excitement and performance scores. Based on 590 useful questionnaire responses, the study identified the following findings, 1. with structural equation modelling (SEM) both Q and A proximities encouraged student learning excitement, although the A excitement was greater than the Q excitement and 2. the Q-proximity decreases performance whilst the A-proximity increases performance. Additionally, the study used multiple analyses of individual learning modes concerning excitement and performance. The results of the multiple regression analysis appear to be consistent with the research of Malik (Current Psychology 43:545–564, 2024), and the inclusion of AI (Artificial Intelligence) learning modes. The main conclusion of the study is that Chinese learners prefer answers to the questions in their learning, teaching and application of knowledge.