Scholarlink

<p>Bridging urban geography and educational science, this study adopts an integrated perspective to examine how built environments across both home and school domains influence academic performance. While traditional research analyzes these settings in isolation, we geocoded the locations of 274 freshmen at a Chinese university, quantifying seven categories of Points of Interest (POIs) within a 2&#xa0;km buffer. Using Gradient Boosting Decision Trees (GBDT), we captured nonlinear associations and interpreted effects via partial dependence plots. Results indicate that, in home areas, greater availability of catering and shopping facilities is positively associated with GPAs, consistent with reduced time costs and more stable daily routines, whereas higher densities of public transport are negatively associated with GPAs. In school surroundings, nature-related points of interest (POIs) show the strongest positive association with GPAs, suggesting benefits from stress reduction and attention restoration; by contrast, greater concentrations of cultural and educational facilities are linked to lower GPAs, likely reflecting time-allocation trade-offs. Notably, shopping and public transport exhibit context-dependent effects, with impacts differing markedly between home and school areas. These results offer insights for campus planning and management. In academic zones, design should prioritize green space integration while avoiding the over-clustering of distraction-prone amenities. In residential areas, strengthening the provision of food services and daily activity facilities is essential. This dual-domain approach provides a more nuanced understanding of how spatial environments shape academic performance.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Investigating the Effects of the Home and School Built Environment on University Freshmen’s Academic Performance

  • 期刊论文

  • 发表日期：

    2026年6月17日

查看全文
  • Lulu Wang,
  • Ming Yin,
  • Min Wan

摘要

Bridging urban geography and educational science, this study adopts an integrated perspective to examine how built environments across both home and school domains influence academic performance. While traditional research analyzes these settings in isolation, we geocoded the locations of 274 freshmen at a Chinese university, quantifying seven categories of Points of Interest (POIs) within a 2 km buffer. Using Gradient Boosting Decision Trees (GBDT), we captured nonlinear associations and interpreted effects via partial dependence plots. Results indicate that, in home areas, greater availability of catering and shopping facilities is positively associated with GPAs, consistent with reduced time costs and more stable daily routines, whereas higher densities of public transport are negatively associated with GPAs. In school surroundings, nature-related points of interest (POIs) show the strongest positive association with GPAs, suggesting benefits from stress reduction and attention restoration; by contrast, greater concentrations of cultural and educational facilities are linked to lower GPAs, likely reflecting time-allocation trade-offs. Notably, shopping and public transport exhibit context-dependent effects, with impacts differing markedly between home and school areas. These results offer insights for campus planning and management. In academic zones, design should prioritize green space integration while avoiding the over-clustering of distraction-prone amenities. In residential areas, strengthening the provision of food services and daily activity facilities is essential. This dual-domain approach provides a more nuanced understanding of how spatial environments shape academic performance.