The Importance of Campus Walkability for Academic Performance

Abstract

While campus-built environments constitute critical determinants of educational outcomes, empirical research remains scarce regarding how campus pedestrian-oriented design influences academic performance through underlying psycho-behavioral pathways. To address this research gap, we collected research data through a questionnaire survey conducted at a university in Yantai, China, and applied path analysis within structural equation modeling (SEM) to investigate the linkage of perceived campus walkability with academic performance and untangle the mediating effects of walking activity, social capital, and mental health on this linkage. Key findings revealed that perceived campus walkability exerts a significant total effect on academic performance only through its indirect effect. Social capital and mental health significantly mediate the relationship between perceived campus walkability and academic performance, while walking activity has a marginal impact on this relationship. Moreover, grades significantly promote academic performance, while BMI significantly inhibits academic performance. Targeted interventions to enhance academic performance were proposed when translating findings into design protocols.