大学生自我报告的学习结果和学校满意度的关系研究

A Study on the Relationship between Self-Reported Learning Outcomes and Student Satisfaction with Higher Education

根据对某高校322 名本科毕业生的问卷调查的数据，建构高阶因子结构方程模型，以考察大学生 自我报告的学习结果和学校满意度之间的关系。分析结果表明，满意度与学习结果之间存在显著的正相关， 且认知和非认知学习结果与教学满意度之间的相关度高于它们与教学环境满意度的相关度。通过进一步的 方差分析发现，按教学水平满意度和教学环境满意度分别进行分组，不同满意程度的学生自我报告学习结 果的差异表现不同，满意度的不同方面与学习结果各方面存在不同程度相互影响。因此，将学生满意度和学 习结果调查与高校教学管理有机结合具有重要意义。

This study investigates the correlation between self-reported learning outcomes and satisfaction with higher education based on the survey data of 322 graduating seniors from a research university. The results from structural equation model show that the correlation between satisfaction and learning outcomes is positively significant. Cognitive and non -cognitive learning outcomes have higher correlation coefficients with teaching satisfaction than with environment satisfaction. In addition， variance analysis reveals that， categorizing satisfaction by teaching and environment respectively， the learning outcomes have differences between satisfaction levels and demonstrate distinguished patterns. This result implies a variety of reciprocal influences between student satisfaction and learning outcomes. Combining student satisfaction and learning outcomes survey with higher education administration is of great practical significance.