Effects of perceptions of the learning environment and approaches to learning on Chinese undergraduates’ learning |
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| Institution: | 1. Institute of Education, Xiamen University, China;2. School of Public Affairs, Xiamen University, China;1. ELAN, Department of Teacher Development, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands;2. Freudenthal Institute for Science and Mathematics Education, Utrecht University, P.O. Box 85.170, 3508 AD Utrecht, The Netherlands;1. Freudenthal Institute, Faculty of Science, Utrecht University, Utrecht, The Netherlands;2. Freudenthal Group, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;1. School of Nursing, Universitas Muhammadiyah Yogyakarta, Indonesia;2. Faculty of Medicine, University of Gadjah Mada, Indonesia;3. Faculty of Psychology, University of Gadjah Mada, Indonesia;1. International Culture Exchange School, Shanghai University of Finance and Economics, RM 305, Xueyuan Building, 369 Zhongshan Beiyi Road, 200083 Shanghai, PR China;2. Division of Chinese Language and Literature, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong |
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| Abstract: | This study examined the relationship between students’ perceptions of the learning environment, high school performance, approaches to learning, and learning outcomes (generic skills development and course satisfaction). A sample of 74,687 undergraduates from 39 full-time regular universities in China responded to a questionnaire comprising four self-constructed scales. The results supported the reliability and validity of the instruments. A structural equation model showed that approaches to learning mediated the relationship between perceptions of the learning environment and learning outcomes. Specifically, deep approach was found to positively predict learning outcomes. Good teaching positively predicted deep and surface approaches, as well as learning outcomes. Student-faculty and peer interactions were strong predictors of learning approaches and learning outcomes. High school performance had weak effects on learning approaches and learning outcomes. These findings highlight the need of developing new instruments for assessing Chinese undergraduate students’ learning and have implications for improving undergraduate teaching in China. |
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| Keywords: | Perceptions of the learning environment Approaches to learning Learning outcome Teaching quality China |
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