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Impact of Effective Communication, Achievement Sharing and Positive Classroom Environments on Learning Performance

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  • Siqing Shan
  • Cangyan Li
  • Jihong Shi
  • Li Wang
  • Huali Cai

Abstract

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.

Suggested Citation

  • Siqing Shan & Cangyan Li & Jihong Shi & Li Wang & Huali Cai, 2014. "Impact of Effective Communication, Achievement Sharing and Positive Classroom Environments on Learning Performance," Systems Research and Behavioral Science, Wiley Blackwell, vol. 31(3), pages 471-482, May.
    • Handle: RePEc:bla:srbeha:v:31:y:2014:i:3:p:471-482
    DOI: 10.1002/sres.2285
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    References listed on IDEAS

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    Cited by:

    1. Ogundari, Kolawole, 2021. "A systematic review of statistical methods for estimating an education production function," MPRA Paper 105283, University Library of Munich, Germany.
    2. Navdeep Dhillon & Gurvinder Kaur, 2021. "Self-Assessment of Teachers’ Communication Style and Its Impact on Their Communication Effectiveness: A Study of Indian Higher Educational Institutions," SAGE Open, , vol. 11(2), pages 21582440211, June.

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