02174nam a22001817a 450000500170000000800410001704000080005810000140006624501610008026000660024130000170030749000540032450014670037865000270184565000180187270000140189085600880190420250204122433.0250204b        |||||||| |||| 00| 0 eng d  cLDD  aWang, Dan  aEmpowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges  aLoyola University Chicago :bDavid E. Mclntosh, Wiley, c2024  bp. 4483-4496  aJournal Of Psychology In The SchoolsvVol. 61(12)  aIn 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.

  aAutonomy In Technology  aSelf-Efficacy  aQiu, Qian  yclick here to access onlineuhttps://onlinelibrary.wiley.com/doi/10.1002/pits.23294