Back Issues 11-20
A STUDY OF THE EFFECTS OF SCHOOL ENVIRONMENT, TEACHER IDENTITY, AND STUDENTS’ SELF-EFFICACY AND INTERPERSONAL RELATIONSHIP ON LEARNING OUTCOMES OF STUDENTS IN THE UNIVERSITIES IN HAINAN, CHINA
A STUDY OF THE EFFECTS OF SCHOOL ENVIRONMENT, TEACHER IDENTITY, AND STUDENTS’ SELF-EFFICACY AND
INTERPERSONAL RELATIONSHIP ON LEARNING OUTCOMES OF STUDENTS IN THE UNIVERSITIES IN HAINAN, CHINA
Ling Pan
College of Finance and Economics,
Hainan Vocational University of Science and Technology, China
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Tian Tian Zhong
College of Design, Hainan Vocational University of Science and Technology, China
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Xiao Ying Zhang
College of Finance and Economics,
Hainan Vocational University of Science and Technology, China
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Yuan Cheng Chang
Department of Education Management, China-Asean International College,
Dhurakij Pundit University, Thailand
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Abstract
This study aimed primarily to investigate the effects of various variables, namely, school environment, teachers’ professional identity, and students’ self-efficacy and interpersonal relationship on students’ learning outcomes in universities in Hainan, China. Samples in this study included the teachers and students of universities in Hainan. Five universities were selected, with 40 and 418 effective questionnaires returned from teachers and students, respectively. A data analysis was performed using hierarchical linear modeling (HLM). The research results showed that, at a school level, school resources and equipment had no effect on students’ learning outcomes, while teachers’ professional identity facilitated students’ performances; at an individual level of students, the better students’ self-efficacy and interpersonal relationship were, the higher their learning outcomes were.
Key words: school environment, teacher identity, self-efficacy, interpersonal relationship, learning outcomes
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