Analysis of classroom silence behaviors among Chinese and Korean undergraduates

These findings extend cultural and engagement theories by demonstrating that classroom silence functions as a regulated participation strategy rather than mere disengagement. Pedagogically, the results highlight the importance of fostering students' expressive self-efficacy, reducing excessive teacher authority, and promoting supportive peer environments. Limitations include the cross-sectional design and unequal group sizes. Longitudinal or mixed-methods research is recommended to examine the developmental pathways of classroom silence across cultural contexts.