课堂体验对大学生学习成效的路径分化与作用机制研究OACHSSCD

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.