生师互动何以影响大学生学习结果——学业挑战性与学校归属感的中介效应

How does Student-Faculty Interaction Affect College Students' Learning Outcomes——The mediating effect of academic challenges and sense of school belonging

基于35所本科院校5855名大三学生的问卷调查,运用结构方程模型,探查生师互动影响大学生学习结果的作用机制。研究发现:生师互动可以正向预测大学生学习结果,学业挑战性和学校归属感在生师互动对学习结果的影响中起中介作用。积极的生师互动以高水平的学业挑战性与学校归属感为主要特征。为此,高校可通过建构全方位生师互动系统,提升学生的学业挑战性,增强学生的学校归属感,因应"弱势群体"学生的互动需求等措施提升生师互动的水平,促进学生学业发展,提高教育质量。

Based on a questionnaire survey of 5855 junior college students from 35 universities, the structural equation model was used to explore the mechanism of the influence of student-faculty interaction on college students＇ learning outcomes. The results show that student-faculty interaction can positively predict college students＇ learning outcomes, while academic challenges and sense of school belonging play a mediating role in the effect of student-faculty interaction on learning outcomes. The positive student-faculty interaction is characterized by a high level of academic challenges and sense of school belonging. Therefore, colleges and universities should promote the level of student-faculty interaction in order to enhance students＇ academic development and improve the quality of education by the means of constructing a full range of interactive system of teachers and students, improving students＇ level of academic challenges, enhancing students＇ sense of school belonging, and meeting the needs of students in disadvantaged groups.