1. Genshu Lu, Wenjing Hu,
Zhengxia Peng, Hui Kang
Institute of Higher Education
Xi’an Jiaotong University
The Influence of Undergraduate Students' Academic Involvement and Learning Environment on Learning Outcomes
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2. Main content 1 Introduction 2 Literature review 3 Research design 4
Results 4
Conclusions and suggestions 5
Genshu Lu, XJTU
2017/4/11

3. Introduction
Influence of students’ Individual factor, educational environment factor and their interactions on students’ learning and development is a key issue focused by many researchers.
Many researches discussed the impact of student individual factor, such as individual background, involvement and academic engagement and so forth on their learning and development (Pike,1991； Thompson et al. ,2006; Lu et al., 2013).
Some other researchers explored the impact of educational environment on students’ learning and development (Kember & Gow, 1994;Trigwell & Prosser, 1991;Majeed, Fraser, & Aldridge, 2002;Pascarella & Blimling, 1996;Lu et al., 2010)
1.发展速度快；
2.规模全球最大。
2017/4/11
Genshu Lu, XJTU

4. Introduction
Though some researchers stated individual factor, educational environment factor and their interactions impacted on students’ learning and development, in China mainland, for the lack of data, this influence is rarely verified empirically.
Hence, this study, applying the data of Xi’an Jiaotong University Undergraduate Experience Survey attempts to empirically discuss the impact of campus climate, classroom learning environment and the individual factors like students’ academic involvement/engagement on students learning outcomes (like intellectual skill development, GPA).
1.发展速度快；
2.规模全球最大。
2017/4/11
Genshu Lu, XJTU

5. Introduction This study is mainly around the following questions:
a) How to measure learning environment?
b) How to measure students’ academic involvement/ engagement?
c) What is the relationship between students’ learning environment, academic involvement/engagement and students’ learning outcomes?
Methodologically, structural equation model is applied to explore the relationship between learning environment, academic involvement/engagement and students learning outcomes and the connection of these factors more accurately and completely.
1.发展速度快；
2.规模全球最大。
2017/4/11
Genshu Lu, XJTU

6. Literature Review
The relationship between learning environment and learning outcomes
The influence of learning environment on learning outcomes is the key issue focused by many researchers
They discussed the influence of learning environment at different levels, including classroom level, faculty level and university level, on learning outcomes.
2017/4/11
Genshu Lu, XJTU

7. Literature Review
The relationship between learning environment and learning outcomes
As the indicators adopted to describe learning outcomes differ a lot, such as students’ cognitive development, the freshman retention, GPA, the pursuit of graduate education, employment outcome or emotional development and so forth, the exploration of the relationship between learning environment and learning outcomes involves in many aspects (Lu & Yang, 2008).
2017/4/11
Genshu Lu, XJTU

8. Literature Review
The relationship between learning environment and learning outcomes
The connections between learning environment and academic achievement are mainly focused by researchers.
These researches applied different research methods and samples (like students in different countries, different types of universities and classes).
These researches indicated that students’ perception of environment exerted significant influence on their academic achievements (Goh, Young, & Fraser, 1995).
2017/4/11
Genshu Lu, XJTU

9. The relationship between learning environment and learning outcomes
Literature Review
The relationship between learning environment and learning outcomes
Some research found that student perceived classroom environment influenced students’ academic achievements through its influence on students’ learning styles (Lizzio, Wilson, & Simons, 2002).
Some researchers explored the influence of various learning environment on students’ intellectual skills.
Kuh’s (2006) study indicates that students who entered the selective colleges of arts performed better at participation level, self reported achievements and intellectual and skill development than those from other types of universities.
2017/4/11
Genshu Lu, XJTU

10. The relationship between learning environment and learning outcomes
Literature Review
The relationship between learning environment and learning outcomes
Some researchers focused on the relationship between learning environment and students’ emotional development.
Wolf & Fraser’s (2008) research presented that learning environment was significantly predictable to students’ attitude which was related to science.
2017/4/11
Genshu Lu, XJTU

11. Literature Review
The relationship between learning environment and learning involvement/academic engagement
Study results indicated that, in general, learning environment had significant impact on students’ academic involvement/ engagement. (Umbach & Wawrzynski，2005；Wu & Huang，2007)
2017/4/11
Genshu Lu, XJTU

12. Literature Review
The relationship between learning engagement and learning outcomes
Some researches argued that academic involvement/ engagement played crucial role in promoting the development of cognitive skills and getting better achievements.
2017/4/11
Genshu Lu, XJTU

13. Literature Review
The relationship between learning environment, academic involvement/engagement and learning outcomes
Some researches comprehensively explored the influence of learning environment, academic involvement/ engagement on learning outcomes, finding the close connection between them.
2017/4/11
Genshu Lu, XJTU

14. Research design Sample
This research data is collected through the survey of 14,759 undergraduate (except those whose four year system were extended and international students) on April 6, 2012 by means of network questionnaire.
5,188 questionnaires are collected, accounting for 35.15%, among which 3,946 are valid, accounting for 76.06%.
Genshu Lu, XJTU
2011/4/15

15. Research design Survey instrument
Xi‘an Jiaotong University Undergraduate Experience Survey
Module A：
Part 1: Academic engagement
Part 2 : Student life and target
Part 3 : Background and individual characteristics
Module B：
Option 1: the use of techniques,
Option 2: global skills and cognition
Module C：
General education
Classroom learning environment

16. The result of factor analysis and reliability analysis
Research design
The result of factor analysis and reliability analysis
on student perceived classroom learning environment

17. Research design Factor Item No. Items Eigen- value Explained
variance（%）
Relia-
bility
Factor1 10
I found my studies intellectually
Stimulating
6.253
10.42
0.924
Factor2 7
Teacher considered our self-esteem
5.785
9.642
0.921
Factor3
Worked with classmate for completing assignment
4.844
8.073
0.882
Factor4
I found a course very difficult
4.323
7.205
0.890
Factor5 8
The course content was organized in a systematic way
3.786
6.309
0.873
Factor6 4
Studied by our own pace and rate
3.204
5.341
0.839
Factor7
Faculty awarded critical thinking or achievement
3.165
5.275
0.871
Factor8 3
Frequency talked with faculty member or advisor
2.591
4.318
0.867
Factor9
Classmates compete intensely
2.471
4.118
0.779

18. Research design
Student perceived classroom learning environment can be measured by 9 factors including:
intellectual motivation(factor 1)
teacher-student relationship (factor 2),
cooperation (factor 3)
learning difficulty (factor 4),
course organization (factor 5),
autonomous selection (factor 6),
teaching innovation (factor 7),
encouraging student (factor 8),
peer competition (factor9).
The reliability coefficients of 9 factors range from to
Genshu Lu, XJTU
2011/4/15

19. Research design The result of factor analysis and reliability analysis
on student perceived campus climate
2011/4/15
Genshu Lu, XJTU

20. Research design Factor Item No. Items Eigen- value Explained
variance（%）
Relia-
bility
Factor1 5
This institution values
students' opinions
3.267
36.30
0.803
Factor2 2
Attending a research
university is important to me
1.241
13.79
0.535
Factor3
The emphasis on research detracts from the quality of teaching on this campus
1.023
11.37
0.506
2011/4/15
Genshu Lu, XJTU

21. Research design
Student perceived campus climate can be measured by three factors including
student concerning (factor 1)
social network(factor 2),
teaching drifting (factor 3).
The reliability coefficients of 3 factors range from to
2011/4/15
Genshu Lu, XJTU

22. Research design The result of factor analysis and reliability analysis
on academic involvement/engagement
2011/4/15
Genshu Lu, XJTU

23. Research design Factor Item No. Items Eigen-value Explained
variance（%）
Relia-
bility
Factor1 6
Communicated with a faculty member by or in person
3.588
10.55
0.843
Factor2
Examined how others gathered and
interpreted data and assessed the soundness of their conclusions
3.567
10.49
0.849
Factor3 5
Asked an insightful question in class
2.811
8.27
0.767
Factor4
Raised your standard for acceptable effort due to the high standards of a faculty Member
2.421
7.12
0.769
Factor5 4
Gone to class without completing assigned reading
2.359
6.99
0.750
Factor6 3
Explain methods, ideas, or concepts and use them to solve problems
2.240
6.59
0.766
Factor7
Turned in a paper of 20 or more than 20 pages
2.018
5.94
0.702
Factor8 2
Turned in a paper less than 3 pages
1.513
4.45
0.620
2011/4/15
Genshu Lu, XJTU

24. Research design
Academic involvement/engagement can be measured by 8 factors including
teacher-faculty interaction (factor 1)
critical thinking(factor 2)
academic challenge(factor3)
extracurricular engagement (factor 4)
lack of engagement (factor 5)
understanding and analysis(factor 6)
heavier learning load (factor 7)
lighter learning load (factor 8).
The reliability coefficients of 8 factors range from to
Genshu Lu,XJTU
2011/4/15

25. Research design The result of factor analysis and reliability analysis
on student intellectual skills development
Genshu Lu, XJTU
2011/4/15

26. Research design Factor Item No. Items Eigen- value Explained
variance（%）
Relia-bility
Factor1 8
Ability to be clear and effective when writing
3.795
18.97
0.853
Factor2 6
Library research skills
3.751
18.76
0.844
Factor3
Ability to appreciate cultural and global diversity
3.589
17.94
0.852
Genshu Lu, XJTU
2011/4/15

27. Research design
Intellectual skills can be measured by core skill (factor 1), research skill(factor 2), self cognition and social communication(factor 3). The reliability coefficients of 3 factors range from to
The added-value of students’ intellectual skills is constructed by using students’ current intellectual development status score minus the scores of that when they just entered university.
Genshu Lu, XJTU
2011/4/15

28. Research design
The result of factor analysis and reliability analysis on
student perceived satisfaction of learning experience
Genshu Lu, XJTU
2011/4/15

29. Research design Factor Item No. Items Eigen- value Explained
variance（%）
Relia-
bility
Factor1 7
Satisfaction-subsidy
3.196
17.75
0.811
Factor2 5
Satisfaction-courses
3.183
17.68
0.847
Factor3 4
Satisfaction-overall academic experience
2.486
13.81
0.780
Factor4 2
I feel that I belong at this campus
1.776
9.87
0.746
Genshu Lu, XJTU
2011/4/15

30. Research design
Student perceived satisfaction of learning experience can be measured by environmental support(factor 1), quality of course (factor 2), campus life(factor 3), sense of belonging (factor 4). The reliability coefficients of 4 factors range from to
Genshu Lu, XJTU
2011/4/15

31. Research design Analysis method
Structural equation model is applied in this study to simultaneously and holistically discuss the influence of learning environment and academic involvement/ engagement on learning outcomes.
Genshu Lu, XJTU
2011/4/15

32. Results
The basic characteristics of student perceived classroom learning environment
In general, students are satisfied with perceived classroom learning environment

33. Results Dimension N Mean SD Intellectual motivation 3946 4.22 0.54
Teacher-student relationship
4.49
Cooperation
4.46
0.41
Learning difficulty
3.44
0.60
Course organization
3.79
0.51
Autonomous selection
3.53
0.85
Teaching Innovation
3.75
0.69
Encouraging Student
3.72
0.90
Peer competition
4.02
0.59

34. Results
Analysis on basic characteristics of student perceived campus climate
Dimension N
Mean SD
Student concerning
3946
4.08
0.62
Social network
4.45
0.58
Teaching drifting
2.73
0.68
Students have positive experience of campus climate and fairly agree university’s concerning about students. Meanwhile, they also value the social network provided by university and disagree or fairly disagree the phenomenon of teaching drifting

35. Results
Analysis on basic characteristics of student academic involvement/engagement
Dimension N
Mean SD
Teacher-faculty interaction
3946
2.76
0.74
Critical thinking
3.40
0.71
Academic challenge
3.07
0.58
Extracurricular Engagement
3.63
Lack of engagement
2.44
0.57
Understanding and analysis
3.64
0.80
Heavy learning load
2.75
0.95
Light learning load
3.57
1.39

36. Results
Students have better experience in the dimensions of critical thinking, extracurricular engagement and understanding and analysis.
Student experience in student faculty interaction, academic challenge, heavier load fluctuates around “sometimes”

37. Results
The basic characteristics of student self-reported intellectual development
Intellectual skills
Started
Current
Value Added
Mean SD
Core skills
3.13
0.44
3.69
0.42
0.56
0.46
Research skills
2.54
0.43
3.72
0.45
1.17
0.51
Self cognition and social communication
3.25
4.04
0.48
0.80
After accepting university education, student intellectual skills developed greatly, especially in research skills and self cognition and social communication

38. Results
Analysis on basic characteristics of student perceived satisfaction of university learning experience
Satisfaction of learning experience N
Mean SD
Environmental support
3946
4.09
0.48
Quality of course
3.87
0.56
Campus life
3.62
0.64
Sense of belonging
1.20
Students are relatively satisfied with their learning experience

39. Results
The impact of learning environment, academic engagement on learning outcomes: SEM

40. Results
Student perceived learning environment, level of academic involvement/engagement, their intellectual skill development and satisfaction of university learning experience are correlated. That is, student who perceived the better learning environment reported higher levels of academic involvement/engagement, better intellectual skill development and more satisfied with university learning experience.
Student perceived classroom learning environment and campus climate are positively correlated.

41. Results
While comparing the influence of students perceived classroom learning environment with that of student perceived campus climate, we can see that students perceived classroom learning environment has direct and greater impact on the level of their academic involvement/engagement, intellectual skill development and satisfaction with university learning experience.

42. Results
The level of students’ academic involvement/engagement is positively correlated to their intellectual skill development whereas negatively related to student perceived satisfaction of university learning experience, which indicates more academic involvement/engagement would do good to students’ intellectual skill development but may raise their expectations and requirements to university education. Thereby, more engaged student might report lower level of satisfaction of university learning experience.
4/11/2017
Genshu Lu, XJTU

43. Results
Undergraduate intellectual skill development is positively associated with their perceived satisfaction of university learning experience. That means student who performed better in intellectual skill development reported a higher level of satisfaction with university learning experience.
4/11/2017
Genshu Lu, XJTU

44. Conclusions and Suggestions
Students perceive good classroom learning environment and campus climate. In their perception of all aspects of classroom learning environment, factors like teacher student relationship, cooperation and intellectual motivation are the best. Factors including peer competition, course organization, teaching innovation, encouraging student are better whereas factors like autonomous selection and learning difficulty are to be improved. Hence, the classroom learning environment is to be further optimized.

45. Conclusions and Suggestions
The level of undergraduates’ academic involvement/ engagement is high. Students engage themselves frequently into extracurricular activities as well as understanding and analysis activities. They sometimes take on heavy-loaded learning tasks and they perform a certain level of engagement in teacher student relationship, critical thinking and academic challenge. There hardly exists the phenomenon of “lack of engagement”. Therefore, student faculty interaction should be strengthened and academic challenge should be raised to promote student academic involvement/engagement.

46. Conclusions and Suggestions
Students intellectual skills are well developed. Seen from value-added, research skills developed best, then followed self-cognition and social communication while the least developing in core skills. This means the core skill training should be enforced to make the better development of student intellectual skills.
Undergraduates are fairly satisfied with their university learning experience, of which students are best satisfied with environmental support and sense of belonging, then with course quality, whereas the factor of campus life should be enhanced.

47. Conclusions and Suggestions
Learning environment and the level of student academic involvement/engagement have positive effect on undergraduates’ learning outcomes, which means by optimizing learning environment, especially the classroom learning environment and raising student academic involvement/engagement, students’ learning outcomes could be improved. This provides a brand new perspectives for improving learning quality.

48. Thank you ！ Genshu Lu, Wenjing Hu, Zhengxia Peng, Hui Kang
Institute of Higher Education
Xi’an Jiaotong University
Thank you ！