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Impact of Effective Communication, Achievement Sharing and Positive Classroom Environments on Learning Performance
Author(s) -
Shan Siqing,
Li Cangyan,
Shi Jihong,
Wang Li,
Cai Huali
Publication year - 2014
Publication title -
systems research and behavioral science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.371
H-Index - 45
eISSN - 1099-1743
pISSN - 1092-7026
DOI - 10.1002/sres.2285
Subject(s) - psychology , mathematics education , academic achievement , big five personality traits , cooperative learning , personality , learning environment , empirical research , learning styles , learning community , teaching method , social psychology , philosophy , epistemology
Finding a way to improve students' learning performance is a crucial concern in education reform. Many researchers have investigated possible predictors of student learning performance, including personality traits, learning styles, self‐efficacy, and so on. Nevertheless, there is limited research that examines the effectiveness of the interaction between students and teachers, achievement sharing, and the classroom environment. This study investigates the impact of effective communication between students and teachers, achievement sharing, and a positive classroom environment on learning performance through an empirical analysis. We found that when teachers create a sense of community, respond to students and foster positive relationships, students are more engaged and enthusiastic about learning and tend to perform better academically. Copyright © 2014 John Wiley & Sons, Ltd.