上海教育评估研究2026，Vol.15Issue(4)：47-53,7.
课堂体验对大学生学习成效的路径分化与作用机制研究
Path Differentiation and Mechanisms of Classroom Experience on College Students'Learning Outcomes
摘要
Abstract
This study investigates the mechanism by which classroom experience influences learning outcomes.Adopting a process-oriented perspective,we surveyed 12 029 undergraduate students from seven universities in Shanghai and analyzed the data using structural equation.The findings reveal that the pathways of classroom experience follow differentiated patterns:cognitive engagement promotes learning gains,deep learning approaches strengthen emotional identification in learning satisfaction,and behavioral engagement exerts a significant negative effect on satisfaction.Academic stress and institution type moderate the"classroom experience-learning process"relationship.Moreover,the multiple pathways formed by classroom experience through student engagement and learning approaches demonstrate heterogeneity across institution types,disciplinary backgrounds,and individual characteristics.These provide empirical evidence to support targeted teaching interventions and classified governance based on learning process differentiation in higher education.关键词
高等教育/课堂体验/学习投入/学习成效Key words
Higher education/Classroom experience/Student engagement/Learning outcomes分类
社会科学引用本文复制引用
夏晓燕..课堂体验对大学生学习成效的路径分化与作用机制研究[J].上海教育评估研究,2026,15(4):47-53,7.基金项目
上海市教育科学研究项目"上海大学生学情调查范式构建与实证研究"(B2022003). （B2022003）
