基于结构方程模型的高校公共数学学习效果影响因素分析

An Analysis of Influencing Factors on Learning Outcomes in University Public Mathematics Courses Using Structural Equation Modeling

摘要: 为探究高校公共数学学习效果的影响机制，以广西某高校1488名理工科大一学生为研究对象，构建以课程属性、教师课内与课外行为为前因、学习行为为中介的PLS-SEM模型，借助MICOM与MGA检验性别、高考数学成绩的调节作用。结果显示，课程属性显著负向影响学习行为与学习效果，学习行为承担部分中介。教师课堂外行为仅对学习效果存在直接作用，教师课堂内行为则通过学习行为的完全中介间接影响学习效果。学习行为能够正向提升学习效果。多群组分析未证实性别因素、高考数学成绩具有显著调节效应。课程与教师等外部因素大多需要经由学生学习行为方能转化为学习成效。教学中应当优化课程难度设计，强化课堂教学的行为导向，完善课外教学支持，重视学生学习行为的培育，以此改善课程教学质量。

Abstract: To investigate the underlying mechanisms influencing the learning outcomes of public mathematics courses in higher education institutions, this study examines 1488 first-year science and engineering students at a university in Guangxi. A PLS-SEM model was constructed, with course attributes and teachers’ in-class and out-of-class behaviors as exogenous variables and learning behaviors as the mediator. The moderating effects of gender and the National College Entrance Examination (Gaokao) mathematics scores were tested using the MICOM and MGA methods. The results indicate that course attributes exert a significant negative influence on both learning behaviors and learning outcomes, with learning behaviors playing a partial mediating role. Teachers’ out-of-class behaviors have only a direct impact on learning outcomes, whereas their in-class behaviors indirectly influence learning outcomes through the full mediation of learning behaviors. Learning behaviors positively enhance learning outcomes. The multigroup analysis did not reveal any significant moderating effects of gender or Gaokao mathematics scores. Most external factors—such as course characteristics and teacher attributes—must be mediated by students’ learning behaviors before they can translate into improved learning outcomes. Therefore, teaching practices should focus on optimizing course difficulty design, strengthening behavior-oriented approaches in classroom instruction, enhancing extracurricular teaching support, and placing greater emphasis on fostering students’ learning behaviors to ultimately improve the quality of course instruction.