This article focuses on the relationships among face (mianzi), individualism-collectivism, feedback processes, and learning outcomes in HongKong, Singapore, and the United States. An expected effect between individualism and desire to gain mianzi (Mianzigain) was generally confirmed; however, the mirror effect between collectivism and fear of losing mianzi (Mianziloss) was not. As, expected, there was a consistent negative effect between Mianziloss and student question-asking in class (InAsk), but the positive effect from Mianzigain to InAsk was only found in the U.S. sample. Selective effects of feedback forms on learning were highly sensitive to cultural contexts. In the United States, asking questions outside of class was positively related to grades. However, InAsk had a negative effect. In contrast, InAsk was positively related to grades in Hong Kong. For Singaporeans, only checking with students outside of class had an effect on performance, but it was negative.
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