Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self‐efficacy in Chinese vocational colleges
Year: 2024
Type: article
Study design: Observational Study
Abstract: 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.
Source: Psychology in the Schools
DOI: 10.1002/pits.23294
Authors: Dan Wang, Qian Qiu, Lijuan Wang, Yu Jiang, Aihua Ran
Institution: Urban Vocational College of Sichuan
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4403323831