Proceedings of the 2026 5th International Conference on Humanities, Wisdom Education and Service Management (HWESM 2026)

2026 5th International Conference on Humanities, Wisdom Education and Service Management (HWESM 2026)

📍Beijing, China🗓️ 17-19 April 2026
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Mechanisms Influencing Undergraduate Classroom Learning Satisfaction: An Empirical Analysis Based on Structural Equation Modeling

Authors
Yanhua Wan1, Linbo Li2, *
1University of Shanghai for Science and Technology, Shanghai, 200093, China
2Tongji University, Shanghai, 200092, China
*Corresponding author. Email: llinbo@tongji.edu.cn
Corresponding Author
Linbo Li
Available Online 30 June 2026.
DOI
10.2991/978-2-38476-593-5_45How to use a DOI?
Keywords
undergraduate classroom; classroom learning satisfaction; teacher–student interaction; structural equation modeling
Abstract

Classroom learning satisfaction is an important indicator of undergraduate teaching quality. Using questionnaire data from undergraduate students, this study employs structural equation modeling to examine the effects of teaching resources, teacher–student interaction, teaching affective support, and external environmental support on classroom learning satisfaction. The results show that all four factors have significant positive effects. Teacher–student interaction is the strongest predictor, followed by teaching affective support, whereas teaching resources and external environmental support mainly function as foundational conditions. The findings suggest that improving classroom learning satisfaction requires not only adequate resources, but also stronger interaction mechanisms, more supportive teaching behaviors, and coordinated improvement of the teaching environment.

Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2026 5th International Conference on Humanities, Wisdom Education and Service Management (HWESM 2026)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
30 June 2026
ISBN
978-2-38476-593-5
ISSN
2352-5398
DOI
10.2991/978-2-38476-593-5_45How to use a DOI?
Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Yanhua Wan
AU  - Linbo Li
PY  - 2026
DA  - 2026/06/30
TI  - Mechanisms Influencing Undergraduate Classroom Learning Satisfaction: An Empirical Analysis Based on Structural Equation Modeling
BT  - Proceedings of the 2026 5th International Conference on Humanities, Wisdom Education and Service Management (HWESM 2026)
PB  - Atlantis Press
SP  - 400
EP  - 409
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-593-5_45
DO  - 10.2991/978-2-38476-593-5_45
ID  - Wan2026
ER  -