| 来华留学研究生学习成效影响因素研究
——基于上海九所“双一流”建设高校的实证分析 |
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| 引用本文： | 金 鑫,田凌晖,程诗婷,廖文武.来华留学研究生学习成效影响因素研究
——基于上海九所“双一流”建设高校的实证分析[J].复旦教育论坛,2022,20(6):64-71. |
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| 作者姓名： | 金 鑫 田凌晖 程诗婷 廖文武 |
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| 作者单位： | 复旦大学 研究生院;复旦大学 高等教育研究所;南京工程学院 |
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| 基金项目： | 上海市研究生教育学会课题“来华留学博士生科研效果的评价及其影响因素探究”（ShsgeY201708） |
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| 摘 要： | 本研究从以学习者为中心理论的视角,基于“院校影响因素理论模型”构建了我国“双一流”建设高校来华留学研究生学习成效影响因素的分析模型。依据国际高等教育实践、结合质性访谈,综合设计了大学教育环境、来华留学研究生学习性投入及其学习成效量表。以上海九所“双一流”建设高校的抽样数据进行结构方程模型路径分析,探究学习成效各影响因素的相互作用机制。研究发现：大学教育环境对来华留学研究生“认知成效”的影响完全以学生的学习性投入为中介产生间接的正向预测作用;而对“情感成效”的影响,相比于其他环境变量的完全间接效应,课程教学环境发挥了更多的直接效应。尽管校园文化氛围对来华留学研究生的学习成效有显著正向预测作用,但课程教学和科研训练的环境仍是影响学习成效增值的核心。来华留学研究生在科研训练中的投入最能正向影响情感成效增值。
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| 关 键 词： | 来华留学研究生教育 学习成效 院校影响因素理论模型 培养质量保障 学习性投入 |
Impact Factors on the Learning Outcomes of the International Postgraduates in China: Based on the Empirical Analysis of Nine "Double First-Class" Universities in Shanghai |
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| JIN Xin,TIAN Linghui,CHENG Shiting,LIAO Wenwu.Impact Factors on the Learning Outcomes of the International Postgraduates in China: Based on the Empirical Analysis of Nine "Double First-Class" Universities in Shanghai[J].Fudan Education Forum,2022,20(6):64-71. |
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| Authors: | JIN Xin TIAN Linghui CHENG Shiting LIAO Wenwu |
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| Institution: | Graduate School of Fudan University;Institute of Higher Education, Fudan University;Nanjing Institute of technology |
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| Abstract: | From the perspective of "learner-centered", this study constructed an analysis model of predictors of learning outcomes of international postgraduates in China in double first-class universities based on the College Impact Models. Based on the international higher education practices and our interview, the scale of the University Educational Environment, Student Engagement, and Learning Outcomes in the context of international postgraduates in China were comprehensively designed. Using the data from nine universities in Shanghai, the structural equation model path analysis was carried out to explore the mediating mechanism of factors associated with the learning outcomes. The results showed that student engagement significantly mediated the relationship between the educational environment and cognitive outcomes. The curriculum teaching environment had direct effects while other environmental variables had an indirect effect on emotional outcomes. Engagement in scientific research training had the largest effect on emotional outcomes. The research results will provide a reference for accurately positioning the governance path for the high-quality development of international postgraduate education in China. |
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| Keywords: | international postgraduate education in China learning outcomes college impact models quality assurance student engagement |
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