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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1407681

Impact of Supportive Environment on the Learning Effectiveness of College Students’ Ideological and Political Education Through Learning Engagement Based on Deep Learning

Provisionally accepted
Yuenan Xing Yuenan Xing 1,2*Wen Shi Wen Shi 1
  • 1 Henan University of Economic and Law, Zhengzhou, Henan, China
  • 2 SEGi University, Kota Damansara, Malaysia

The final, formatted version of the article will be published soon.

    Abstract：Based on deep learning theory, this study examines the impact of supportive environments on the deep learning effectiveness of college students' ideological and political education through learning engagement. 345 college students were selected for the questionnaire survey. Structural equation modeling was used to analyze the effects of teacher support and collaborative learning on learning acquisition and course satisfaction. Bootstrapping resampling approach was used to analyze the mediating role of learning engagement in the supportive environment and learning effectiveness. The results showed that: Teacher support had a significant positive effect on learning acquisition (p < 0.001) and course satisfaction (p < 0.001), and collaborative learning had a significant positive effect on learning acquisition (p < 0.001); Collaborative learning did not have a significant effect on course satisfaction (p=0.567); and Learning engagement acted as a full mediator effect prior to the supportive environment and learning effectiveness. This research contributes to the understanding of teaching strategies that enhance students' academic performance and course satisfaction in the context of higher education, offering valuable implications for educators and policymakers aiming to improve the quality and effectiveness of ideological and political education.

    Keywords: Supportive Environmen, Learning effectiveness, Learning engagement, deep learning, Ideological and political education (IPE)

    Received: 27 Mar 2024; Accepted: 10 Jan 2025.

    Copyright: © 2025 Xing and Shi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yuenan Xing, Henan University of Economic and Law, Zhengzhou, 450002, Henan, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.