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ERIC Number: EJ1447543
Record Type: Journal
Publication Date: 2024-Dec
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Empowering the Digital Learner: Exploring the Relationship between Teacher Support, Autonomy in Technology, and Self-Efficacy in Chinese Vocational Colleges
Dan Wang; Qian Qiu; Lijuan Wang; Yu Jiang; Aihua Ran
Psychology in the Schools, v61 n12 p4483-4496 2024
In Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self-efficacy and a need for greater teacher-student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self-efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self-efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first-year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self-efficacy were moderately positively correlated (r = 0.464, p < 0.01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = 0.368, p < 0.01) and self-efficacy (r = 0.515, p < 0.01). The results highlight the instrumental role of teacher support in enhancing student self-efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self-efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A