The influence of learning environment and learning pressure on the student development of university--based on the mediating role of learning orientation and engagement
| dc.contributor.advisor | Li, Zhongwu | th |
| dc.contributor.author | Su, Jianye | th |
| dc.date.accessioned | 2023-01-16T10:21:42Z | |
| dc.date.available | 2023-01-16T10:21:42Z | |
| dc.date.issued | 2022 | th |
| dc.date.issuedBE | 2565 | th |
| dc.description.abstract | Chinese universities are undertaking educational and teaching reforms to create a better university learning environment and improve the quality of higher education. At the same time, the Ministry of Education is also asking universities to raise the academic challenges of university students, reasonably increase the difficulty of university courses, expand the depth of courses, and expand the selectivity of courses (in China, it is called "increase the burden") to improve the quality of teaching and promote the development of students. However, changing learning environments and the pressures caused by "increase the burden" can affect students' deep or surface learning orientation, as well as their degree of engagement, and the influence of these factors on student development is increasingly being watched by researchers, so it is necessary to conduct in-depth research on the relationship between these factors to understand their relationship. In this research, the learning environment and learning pressure are independent variables, and the deep learning orientation, surface learning orientation, and engagement are intermediate variables, student development as the dependent variable to construct a structural equation model (SEM). Based on the questionnaire data, statistical analysis methods such as exploratory factor analysis, confirmatory factor analysis, path analysis and intermediate analysis were used to discover the interaction relationship between these variables. The research found that the learning environment, deep learning methods and engagement have a positive and significant impact on the development of students, but the surface learning orientation has a negative and significant impact on the development of students. Learning pressure has a positive and significant impact on surface learning orientation and engagement. At the same time, deep learning methods and engagement were also found to play a part in mediating between the school environment and student development. Surface learning and engagement play a full mediating role in learning pressure and student development, one is negative and one is beneficial. The research results provide a useful reference for China's education management departments, university administrators and teachers to improve the effect of the reform of the learning environment, flexibly and reasonably "increase the burden on students", and help students to obtain more learning benefits. Meanwhile, make suggestions for college students' self-learning management. | th |
| dc.format.mimetype | application/pdf | th |
| dc.identifier.other | b214925 | th |
| dc.identifier.uri | https://repository.nida.ac.th/handle/662723737/6199 | th |
| dc.language.iso | eng | th |
| dc.publisher | National Institute of Development Administration | th |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | th |
| dc.subject | e-Thesis | th |
| dc.title | The influence of learning environment and learning pressure on the student development of university--based on the mediating role of learning orientation and engagement | th |
| dc.type | text--thesis--doctoral thesis | th |
| mods.genre | Dissertation | th |
| mods.physicalLocation | National Institute of Development Administration. Library and Information Center | th |
| thesis.degree.department | International College | th |
| thesis.degree.discipline | Management | th |
| thesis.degree.grantor | National Institute of Development Administration | th |
| thesis.degree.level | Doctoral | th |
| thesis.degree.name | Doctor of Philosophy | th |