Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges (Record no. 194559)
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| fixed length control field | 02237nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250204122433.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
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| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Wang, Dan |
| 245 ## - TITLE STATEMENT | |
| Title | Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Loyola University Chicago : |
| Name of publisher, distributor, etc. | David E. Mclntosh, Wiley, |
| Date of publication, distribution, etc. | 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | p. 4483-4496 |
| 490 ## - Journal | |
| Journal | Journal Of Psychology In The Schools |
| Volume/sequential designation | Vol. 61(12) |
| 500 ## - GENERAL NOTE | |
| General note | 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.<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Autonomy In Technology |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Self-Efficacy |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Qiu, Qian |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to access online |
| Uniform Resource Identifier | <a href="https://onlinelibrary.wiley.com/doi/10.1002/pits.23294">https://onlinelibrary.wiley.com/doi/10.1002/pits.23294</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 02/04/2025 | 02/04/2025 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 02/04/2025 |
