Teachers' classroom management strategies, along with the classroom environment co-created by teachers and students, influence students' academic achievement. This study investigates the relationship between classroom management strategies and academic achievement, focusing on the mediating role of the classroom environment. Data were collected using questionnaires from 618 undergraduate students in China. Structural equation modeling was employed to analyze the relationships between these factors. Questionnaires of Shawer’s classroom management strategies, which consist of organizational, teaching management, teacher-student relationship and teacher rewards and sanctions. Questionnaires of Fraser et al. WIHIC, Li Xianyin, Yang Na and Liu Zhongyu’s academic motivation scale were used. The reliability of the questionnaires was confirmed using Cronbach’s alpha test. Additionally, students' perceptions of classroom management strategies and the classroom environment positively influence their academic achievement. The classroom environment partially mediates the relationship between classroom management strategies and academic achievement. This study highlights the impactful relationship between classroom management and academic achievement. This study's findings offer valuable insights for developing effective classroom management policies to improve undergraduate academic outcomes.

 

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