Analysis of the Influence Mechanism and Moderating Effects of Employee Job Satisfaction in Small and Medium-Sized Enterprises from the Perspective of Organizational Justice

This study investigates the influence of Outcome-Based Education (OBE) on learning efficiencyamong Broadcasting and Hosting Arts students in higher education, addressing persistentconcerns regarding inconsistent pedagogical alignment and limited empirical evidence onmotivational and emotional mechanisms affecting students’ academic outcomes. Grounded inExpectation–Confirmation Theory (ECT), the research examines the direct effect of OBE (H1)on learning efficiency, the mediating role of learning motivation (H2), and the moderatinginfluence of emotional regulation (H3). A quantitative, cross-sectional survey was conductedamong 320 students enrolled in Broadcasting and Hosting Arts programmes in China, and thedata were analysed using Partial Least Squares Structural Equation Modelling (SmartPLS 4).The findings indicate that OBE exerts a significant positive effect on learning efficiency (H1: t= 5.214, p < 0.001). Learning motivation significantly mediates this relationship (H2: t = 4.876,p < 0.001), demonstrating a partial mediation effect, thereby underscoring motivation as acritical mechanism through which OBE enhances student outcomes. Emotional regulationsignificantly strengthens the OBE–learning efficiency pathway (H3: t = 2.947, p = 0.003),highlighting the importance of students’ affective competencies in maximizing pedagogicalbenefits. Overall, the study advances theoretical understanding of OBE through the lens of ECTand provides empirical insights into how cognitive expectations, motivational drivers, andemotional processes jointly shape learning efficiency. The findings contribute to highereducation practice by offering evidence-based recommendations for curriculum design,motivational pedagogies, and emotional-support interventions tailored to creative andperformance-oriented disciplines