Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges
Wang, Dan
Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges - Loyola University Chicago : David E. Mclntosh, Wiley, 2024 - p. 4483-4496 - Journal Of Psychology In The Schools Vol. 61(12) .
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 = .464, p < .01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = .368, p < .01) and self-efficacy (r = .515, p < .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.
Autonomy In Technology
Self-Efficacy
Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges - Loyola University Chicago : David E. Mclntosh, Wiley, 2024 - p. 4483-4496 - Journal Of Psychology In The Schools Vol. 61(12) .
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 = .464, p < .01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = .368, p < .01) and self-efficacy (r = .515, p < .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.
Autonomy In Technology
Self-Efficacy
