Class environment could significantly predict students' school liking and avoiding and learning behavior, but the direct effects on learning behavior were lower than the indirect effects.
班级环境对学生的学校喜欢、学业行为有显著的正向预测作用，对学校回避有显著的负向预测作用，对学业行为的间接作用大于其直接作用。
Class environment could significantly predict students' school liking and avoiding and learning behavior, but the direct effects on learning behavior were lower than the indirect effects.
班级环境对学生的学校喜欢、学业行为有显著的正向预测作用，对学校回避有显著的负向预测作用，对学业行为的间接作用大于其直接作用。
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