Research On The Influence Of Campus Environment On Learning Outcoms

At present,the scale of graduate education in China is in a period of continuous expansion,and the quality of graduate education has become a common concern of the government and society.Academic postgraduates are high-level talents cultivated by the country,and the quality of their education has great significance and guarantee for the improvement of overall postgraduate education.In recent years,the international graduate education quality assurance system has been constructed.The focus of graduate education quality has shifted from paying attention to teachers ’scientific research achievements and college materials input to taking student development as the main body,and attaching importance to students’ learning process and learning gains.The college environment plays an important role in the students ’learning process and learning gains.In previous studies,we had to either start from colleges alone and pay attention to the impact of the college environment on student learning,Either proceed from the individual students and pay attention to the impact of learning engagement on students’ learning outcomes.However,The research on the internal influence mechanism of how the campus environment affects students’ learning outcomes is insufficient.This research is based on the theory of Pascalera ’s comprehensive assessment and change model,and explores the impact mechanism of the campus environment on students ’learning outcomes.Taking the academic master ’s degree students of H University as the research object,it will discuss the relationship between the campus environment,learning engagement and learning outcomes and then further study the effect of the campus environment on learning outcomes.According to the specific research content,the research tools of this study were revised on the basis of drawing on the predecessor scale.They are as follows:(1)Campus environment scale,including five dimensions: research conditions,tutor guidance,research atmosphere,course teaching and management services.(2)Learning engagement scale,including behavioral input,cognitive input and emotional input.(3)Learning outcomes scale,including knowledge outcomes,ability outcomes and emotional attitude outcomes.All three scales have passed the reliability and validity test,which can explain the content of this research.In this study,empirical research methods were used to target academic master graduates of H University.Data was collected through questionnaires.The data were analyzed by using descriptive analysis,correlation analysis,regression analysis,and Bootstrap’s intermediary effect test.The data analysis results show that:(1)Students’ perception of the environment of H universities is generally at the upper middle level,with the highest score in the research condition dimension and the lowest score in the tutor guidance dimension.Among the students’ learning engagement,the emotional input score is the highest,the cognitive input is the second,and the behavior input score is the lowest.Among the learning gains of students,the knowledge gaining dimension scores the highest,the ability gains the second,and the emotional attitude gains the lowest.(2)There is a positive correlation between the dimensions of H university campus environment,learning engagement and learning outcomes,and all have reached a significant level.Through further regression,it is found that the overall campus environment has a significant positive impact on the learning achievements of the master and master students.Among them,the research atmosphere and management services have a significant positive predictive effect on the students’ learning achievements.Overall,the college environment has a significant positive predictive effect on learning engagement.The research atmosphere,course teaching and management services have a significant positive predictive effect on learning gains.There is a significant positive predictive effect of learning engagement in all dimensions of learning engagement.(3)Learning engagement plays a complete intermediary role between the campus environment and learning outcomes,with an intermediary role accounting for 92.44%.All dimensions of learning engagement play an intermediary role between the campus environment and learning outcomes,and emotional investment is in the college The mediating effect between environment and learning outcomes is the largest,accounting for 34.62%.Cognitive input is the second,the intermediary effect accounts for 30.58%,behavioral input is the smallest,and the intermediary effect accounts for 27.42%.Finally,in order to improve the educational quality of academic master graduates and enhance their learning outcomes.In view of the analysis of the impact of the campus environment on learning outcomes,this study proposes relevant recommendations in terms of the creation of the campus environment and the enhancement of individual student engagement.