Acceso usuarios
[1]
China
Several factors such as excessive usage of social media, quality of academic activities, family and social association, and a rapidly changing and challenging environment can negatively impact the academic performance of students. The present study aims to determine students’ academic performance in higher education institutions in China, considering the role of communication styles, e-learning environment, student satisfaction, and a moderating effect of institutional support in predicting students’ academic performance. Adopting a quantitative research design with sample random sampling technique, this study collected data through a validated questionnaire from a sample of 385 students from Chinese universities. Smart-PLS-4 was used for data analysis. The relationships between communication style and academic performance, e-learning and academic performance, and student satisfaction and academic performance were found to be significant. However, institutional support moderated the relationship between student satisfaction and academic performance, but no moderation effect was reported between communication style, e-learning, and academic performance. The implications of the study and future research avenues are given at the end of the paper.
