Exploring the Relationship between Learning Environment and Academic Performance in Chinese Vocational Schools: The Mediating Role of Student Satisfaction

Authors : Yu Xiang ; Mohd Rozi Bin Ismail ; Benjamin Chan Yin Fah

DOI : doi.org/10.47752/sjell.73.37.44

Abstract:
This study aims to explore the impact and mechanisms of the Learning Environment in Chinese vocational colleges on students’ Academic Performance, with a particular focus on the mediating role of Student Satisfaction. Through empirical analysis, the study identifies the direct influence of the Learning Environment on students’ Academic Performance and elucidates the mediating role of Student Satisfaction between Learning Environment and Academic Performance. A quantitative research methodology was employed utilizing Structural Equation Modeling (SEM) for data analysis. Data was collected via an online questionnaire survey targeting 700 students from 10 vocational colleges in Shandong Province, China. Descriptive statistical analysis results indicated that the scores for various aspects of the Learning Environment (physical environment, social environment, and teaching environment), as well as Student Satisfaction and Academic Performance, were relatively high. Correlation analysis results revealed a significant positive relationship between the Learning Environment and Academic Performance. Structural Equation Modeling analysis and Bootstrap mediation effect test results demonstrated that Student Satisfaction partially mediates the relationship between Learning Environment and Academic Performance. Based on the results of the research, it can be concluded that optimizing the Learning Environment and enhancing Student Satisfaction are crucial for improving students’ Academic Performance in vocational colleges.

The Correlational Study between Teachers’ characteristic on Students’ Academic Performance and the Role of Students’ Motivation in Chinese Vocational Institutions

Authors : Yu Xiang ; Mohd Rozi Bin Ismail

DOI : doi.org/10.47752/sjell.73.28.36

Abstract:
The purpose of this study was to investigate the effects of Teacher Characteristics on students’ Academic Performance and the mediating role of Learning Motivation in Chinese vocational colleges. Through a questionnaire survey of 700 students in 10 vocational colleges across different regions, the study analyzed the direct relationship between Teacher Characteristics (including teaching experience, teaching methods, subject knowledge, interaction skills, teaching attitudes, and evaluation styles) and students’ Academic Performance, as well as the mediating role of Learning Motivation (Intrinsic Motivation, Extrinsic Motivation, Goal Orientation, and Self-Efficacy). The results showed that there was a significant positive correlation between Teacher Characteristics and students’ Academic Performance (r = 0.744, p < 0.001), with Learning Motivation playing an important mediating role in this relationship (indirect effect = 0.585, p < 0.001). Specifically, teachers’ interactive skills and personalized teaching methods were particularly effective in enhancing students’ intrinsic motivation (r = 0.600, p < 0.001) and self-efficacy (r = 0.750, p < 0.001), which in turn significantly improved Academic Performance (r = 0.807, p < 0.001). The findings provide empirical support for educational policy-making and teacher development in vocational colleges, emphasizing the importance of optimizing Teacher Characteristics and motivating students to enhance their academic outcomes. These insights directly address the research questions by demonstrating how specific teacher characteristics influence students’ learning motivation and academic achievement, highlighting the pathways through which these effects occur.