The Study Of Academic Self-efficacy On Related Factors In Higher Vocational College Students

Objectives To explore the influencing factors of Higher Vocational College students' academic self-efficacy.Methods A questionnaire survey was conducted among 925 higher vocational college students from a Vocational and Technical College in Lu'an, using Academic Self-efficacy Scale and China College Student Adjustment Scale (CCSAS). With T Test, Analsis of Variance and Correlation Analysis, we explore the related influencing factors of academic self-efficacy.Results In total score of academic self-efficacy, the difference of scores in subscale of learning ability and learning behavior self-efficacy in these Higher Vocational College students, there were no statistically significant differences, regardless of gender, grade, age, only-child or not, parents'cultural level, family residence and family economy (P all> 0.05). The scores of academic performance in the upper and middle reaches of the students were higher than those in the lower grades (P all<0.01). The students with good learning adaptability and achievement motive were higher than those with lower (P all<0.01). By partial correlation analysis, it showed that students' academic self-efficacy were significantly positive correlated with the learning adaptability and achievement motive.Conclusion The learning adaptability and achievement motive of higher vocational college students are the important factors that influence the academic self-efficacy.Objectives To explore the influence of academic achievement and the path of relationship in the three factors of Higher Vocational College students' academic self-efficacy, achievement motivation and learning strategy.Methods A questionnaire survey was conducted on 925 higher vocational college students with the questionnaire of self-efficacy, Achievement Motivation Scale and Learning Strategy Scale. To analyze the effect of self-efficacy, achievement motivation, learning strategy on academic achievement by using Logistic Regression Analysis Model. To analyze the path relationship between the three factors and the academic achievement by using Structural Equation Model.Results Structural Equation Model fits optional degree index:CMIN/DF is 1.235, AGFI, RFI, GFI, NFI are more than 0.9, RMSEA is 0.013. Academic self-efficacy and learning strategy have a direct positive effect on academic achievement (the overall effect is 0.364 and 0.415 respectively). Self-efficacy of learning ability is also influenced by the learning strategy which indirectly influence academic achievement. The path coefficient of learning ability self-efficacy influence learning strategy is 0.537. Achievement motivation can affect the academic achievement indirectly through the influence of learning ability. The path coefficient of achievement motivation and learning ability is 0.292.Conclusion Learning ability self-efficacy and learning strategy of highe vocational college students have a direct positive effect on their academic achievement. In addition, learning ability self-efficacy also indirectly influence academic achievement through the influence of learning strategy. Achievement motivation can affect the academic achievement indirectly through the influence of learning ability.