With the expanding enrollments in higher education,the quality of col-lege education and the learning gains of students have attracted much attention.It is important to study the influencing factors and mechanisms of ...With the expanding enrollments in higher education,the quality of col-lege education and the learning gains of students have attracted much attention.It is important to study the influencing factors and mechanisms of individual stu-dents’acquisition of learning gains to improve the quality of talent cultivation in colleges.However,in the context of information security,the original data of learning situation surveys in various universities involve the security of educa-tional evaluation data and daily privacy of teachers and students.To protect the original data,data feature mining and correlation analyses were performed at the model level.This study selected 12,181 pieces of data from X University,which participated in the Chinese College Student Survey(CCSS)from 2018 to 2021.A confirmatory factor analysis was conducted and a structural equation modeling was conducted using AMOS 24.0.Through hypothesis testing,this study explored the mechanisms that influence learning gains from the per-spectives of student involvement,teacher involvement,and school support.The results indicated that the quality of student involvement has an important mediat-ing effect on learning gains and that a supportive campus environment has the greatest influence on learning gains.Establishing positive emotional communica-tions between teachers and students is a more direct and effective method than improving the teaching level to improve the quality of student involvement.This study discusses the implications of these results on the research and practice of connotative development in higher education.展开更多
Major diversion is an important part of the large-category student enrollment and training model.The degree to which undergraduates recognize the logic of the major diversion system,their satisfaction with the diverte...Major diversion is an important part of the large-category student enrollment and training model.The degree to which undergraduates recognize the logic of the major diversion system,their satisfaction with the diverted major,and their major identity after diversion all influence their subsequent learning process and outcomes.The questionnaire survey of undergraduates in this study discovered that major diversion attitude has a significant positive effect on undergraduates'learning gains;the mediating effect test discovered that course perception plays a partially mediating role between major diversion attitude and learning gains.Therefore,under the large-category student enrollment and training model,it is necessary to improve the major diversion system in terms of formulation,major selection guidance,and major identity promotion.Furthermore,strengthening the logical connection and content coupling of different types of courses,dealing with the proportion,priority,and sequence of courses,optimizing the allocation of course resources,and reasonably planning and setting courses all play an important role in improving undergraduate learning gains.展开更多
基金This work was supported by the Education Department of Henan,China.The fund was obtained from the general project of the 14th Plan of Education Science of Henan Province in 2021(No.2021YB0037).
文摘With the expanding enrollments in higher education,the quality of col-lege education and the learning gains of students have attracted much attention.It is important to study the influencing factors and mechanisms of individual stu-dents’acquisition of learning gains to improve the quality of talent cultivation in colleges.However,in the context of information security,the original data of learning situation surveys in various universities involve the security of educa-tional evaluation data and daily privacy of teachers and students.To protect the original data,data feature mining and correlation analyses were performed at the model level.This study selected 12,181 pieces of data from X University,which participated in the Chinese College Student Survey(CCSS)from 2018 to 2021.A confirmatory factor analysis was conducted and a structural equation modeling was conducted using AMOS 24.0.Through hypothesis testing,this study explored the mechanisms that influence learning gains from the per-spectives of student involvement,teacher involvement,and school support.The results indicated that the quality of student involvement has an important mediat-ing effect on learning gains and that a supportive campus environment has the greatest influence on learning gains.Establishing positive emotional communica-tions between teachers and students is a more direct and effective method than improving the teaching level to improve the quality of student involvement.This study discusses the implications of these results on the research and practice of connotative development in higher education.
文摘Major diversion is an important part of the large-category student enrollment and training model.The degree to which undergraduates recognize the logic of the major diversion system,their satisfaction with the diverted major,and their major identity after diversion all influence their subsequent learning process and outcomes.The questionnaire survey of undergraduates in this study discovered that major diversion attitude has a significant positive effect on undergraduates'learning gains;the mediating effect test discovered that course perception plays a partially mediating role between major diversion attitude and learning gains.Therefore,under the large-category student enrollment and training model,it is necessary to improve the major diversion system in terms of formulation,major selection guidance,and major identity promotion.Furthermore,strengthening the logical connection and content coupling of different types of courses,dealing with the proportion,priority,and sequence of courses,optimizing the allocation of course resources,and reasonably planning and setting courses all play an important role in improving undergraduate learning gains.
