The Relationship Between The Learning Environment And Learning Approach Of Top-Notch Students:A Cross-Lagged Study

The cultivation of top-notch students is the focus of higher education reform.First of all,the learning environment influences the learning styles of top-notch students,exploring how the top-notch training environment plays an important role in the learning approach of top-notch students is a way to verify the ture effectiveness of the top-notch training environment.Second,the learning approach affects the students' perception of the learning environment.Compared with the ordinary students,the top-notch students' learning approach has its distinctive characteristics,but it is still unknown whether the top-notch students' learning approach has an impact on their perceived learning environment.The study is to investigate how top-notch students' learning environment influence their learning styles,and to examine whether top-notch students' learning approach affects their perceived learning environment and whether there is a bi-directional relationship between the learning environment and learning approach.On the one hand,the stufy could verify the effectiveness of the top-notch training model and put forward improvement direction.On the other hand,the study attaches importance to the top-notch student's learning characteristics of this special teaching object,and comes up with necessary measures to improve the top-notch training environment with purpose.The study used the Learning Environment questionnaire and the Learning Style Questionnaire to conduct three consecutive follow-up surveys on 326 top-notch students from five universities for 18 consecutive months.The cross-lagged model was used to analyze the tracking data.The main conclusions are as follows:1.The learning environment has no effect on top students' surface approach.2.The learning environment is the antecedent variable of the deep approach.The learning environment has a negative predictive effect on the deep approach of top-notch students.The specific performance is as follows:The relationship between the teacher-student relationship and deep approach: during the period from sophomore to junior year,the top-notch student's teacher-student relationship is negatively predicting the deep approach,and the teacher-student relationship is the antecedent variable of the deep approach.The relationship between the institutional environment and deep approach: during the period from sophomore to junior year,the top-notch student's institutional environment is negatively predictive of the deep approach,and the institutional environment is the antecedent variable of the deep approach.