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Family, learning environments, learning approaches, and student outcomes in a Malaysian private university

Megan A. Yih Chyn Kek 
The University of Adelaide, Australia 
yih-chyn.kek@adelaide.edu.au 

I Gusti Ngurah Darmawan 
The University of Adelaide, Australia 
igusti.darmawan@adelaide.edu.au 

Yu Sui Chen 
The International Medical University, Malaysia 
yusui_chen@imu.edu.au

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Abstract

This article presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students' individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and measures of students' academic achievement, self-directed learning readiness and mental health at the student level. Data were collected from 392 students attending a private medical university in Malaysia. The findings from the partial least square path analysis (PLSPATH) suggest that: (a) parental involvement continues to impact and influence student learning process, and related student outcomes, at the university level, and (b) a surface approach to learning is related to poor quality processes and outcomes and a deep approach to learning is related to high quality processes and outcomes. 

Family, learning environments, learning approaches, higher education, student outcomes