An Empirical Study On The Relationship Between Academic Engagement And Academic Performance Of Undergraduates

While China’s higher education has undergone earth-shaking changes,it also faces some practical problems: the popularization of higher education,the increasing heterogeneity of student groups,and the serious differentiation of academic performance;the school management system is facing the challenge of reform,and students’ academic engagement is not enough;the evaluation method of higher education quality has some shortcomings in the evaluation of academic performance.Recently,the employment situation is becoming increasingly more serious,it is very urgent to improve the quality if higher education,which has become the focus of the whole society.The "student-centered" educational thought and concept and NESS survey practice abroad promote the transformation of undergraduate education and teaching evaluation methods,and the study of college students’ learning situation has risen rapidly in China.One of the most representative is the College Student Survey(CCSS)conducted by the Institute of Education of Tsinghua(THU)University,which explores the quality of Undergraduate education in China from the perspective of learning engagement.This paper explores the relationship between learning engagement and academic performance by using questionnaire and data analysis.This paper sorted out the research basis of "learning engagement" and "academic performance" by sorting out the related connotations and literatures about the two which to pave the way for further research.Firstly,the index of "learning engagement" in CCSS questionnaire is mainly divided into three dimensions,namely "comprehensive analysis" index,"institution diagnosis" index and "learning diagnosis" index.Secondly,the index system of "academic performance" is constructed with the help of CCSS questionnaire,including "knowledge","ability" and "quality".In order to conduct empirical research on the relationship between learning engagement and academic performance,SPSS(Statistical Product and Service Solutions)and AMOS(Analysis of Moment Structures)were used to study the data obtained from the CCSS survey in H University.This paper empirically explores the relationship between learning engagement and academic performance from three aspects of learning engagement indicators: comprehensive analysis,institutional diagnosis and learning diagnosis.The specific operation is as follows: First,a Pearson Correlation analysis was conducted between learning engagement and academic performance at the "knowledge" level,the "ability" level,and the "quality" level,to explore whether there is a significant Correlation between learning engagement and academic performance indicators.AMOS 23 was used to build a structural equation model using Standardized Estimates to measure the impact of various indicators of learning engagement on academic performance.The empirical results show that there is a positive correlation between learning engagement and learning performance.In learning investment activity,"campus environment support","interactive","active cooperative learning level" and "academic challenge" has significant effects on academic performance,"classroom teaching","assessment(multivariate evaluation)","cooperative learning" and "inspire learning interest" and other indicators of academic performance impact on academic performance is relatively weak.At the same time,the factors affecting the academic performance of learning engagement are stratified interpretation.On this basis,the basic countermeasures to optimize undergraduate academic performance are introduced.Firstly,the relationship between learning engagement and academic performance should be comprehensively grasped to promote the comprehensive development of students.Secondly,focus on the development of "strong" indicators to improve academic performance;Finally,importance should be attached to the development of "weak" indicators to optimize and improve academic performance.