Empowering the Digital Learner: Exploring the Relationship between Teacher Support, Autonomy in Technology, and Self-Efficacy in Chinese Vocational Colleges
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| Title: | Empowering the Digital Learner: Exploring the Relationship between Teacher Support, Autonomy in Technology, and Self-Efficacy in Chinese Vocational Colleges |
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| Language: | English |
| Authors: | Dan Wang (ORCID |
| Source: | Psychology in the Schools. 2024 61(12):4483-4496. |
| Availability: | 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://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Empowerment, Teacher Student Relationship, Personal Autonomy, Technology Uses in Education, Self Efficacy, Vocational Schools, College Freshmen, Foreign Countries, Information Technology |
| Geographic Terms: | China |
| DOI: | 10.1002/pits.23294 |
| ISSN: | 0033-3085 1520-6807 |
| 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 = 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. |
| Abstractor: | As Provided |
| Notes: | https://pan.baidu.com/s/1iIZRKn10BcbQGu8F1b-k_w?pwd=rorz#list/path=%2F&parentPath=%2F |
| Entry Date: | 2024 |
| Accession Number: | EJ1447543 |
| Database: | ERIC |
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