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The current study was designed to explore the relationships between students’ perceptions of the classroom environment and their academic achievement in higher education. The participants were 846 first-year undergraduate students who were learning English as a foreign language (EFL) in China. Data of students’ perceptions of the classroom environment were collected by the College and University Classroom Environment Inventory. Students’ academic achievement was measured by a national standardized test for English competence (the College English Test). The results of path analysis showed that students’ perceptions of innovative instruction and task orientation were positive predictors of their academic achievement; students’ perceptions of equity predicted their academic achievement via perceptions of teacher-student relationships; students’ perceptions of peer relationships had an indirect effect on student achievement mediated by cooperative learning. However, students’ perceptions of learning autonomy were not related to their perceptions of other environmental factors and learning outcomes.
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