The Effect Of College Students' Academic Self-efficacy On Learning Initiative In China

China's higher education has been in the high speed developed stage of higher education,and has achieved fruitful results in quantity in past decades,but the quality of higher education is poor.On the background of “Double First-rate”,the promotion of quality education become very vital things.And,improving the students' learning initiative is the precondition for improvement of the quality of education.The learning initiative of college students is one of the important contents of current research.Students usually not being interested in their major after entering universities.They are very concerned about their professional prospects,and their professional commitment is low,as a consequence,they lack the initiative to learn,all these situations are not conducive to cultivate innovative talents.In order to improve the learning initiative of college students,this study selected374 undergraduates,through literature analysis,data statistics and interview research methods,the relationships of academic self-efficacy of college students,the present situation of the professional commitment and learning initiative,were analyzed,and we focused on explore how students' academic self-efficacy influences their learning initiative.Thus,we can provide some suggestions to cultivate college students,and this will be helpful to improve education teaching management.The main results of this study are as follows:(1)Demographic variables,such as gender,grade,major have some influences on college students' academic self-efficacy,professional commitment,and learning initiative;College students' academic self-efficacy,professional commitment and learning initiative are significantly positive correlate with each other;The college students' academic self-efficacy is an effective predicted variable of professional commitment,learning initiative,professional commitment is an effective predicted variable of learning initiative;(2)Professional commitment played partial mediate effect between college student academic self-efficacy and learning initiative.Specifically,Emotional commitment and normative commitment play a positive mediating role between college students' academic self-efficacy and learning initiative,which means that the higher the academic self-efficacy of college students,their emotional commitment and normative commitment is higher,and then have a higher learning initiative;whileideal commitment plays a negative mediating role between college students' academic self-efficacy and learning initiative,which means that the higher the academic self-efficacy of college students,their ideal commitment is higher,but a lower learning initiative;The role of continuing commitment factor between academic efficacy and learning initiative is not significant.(3)We can improve the learning initiative of college students from the following points: first,from the perspective of educational management,to improve the learning initiative of college students,we need to improve the academic self-efficacy,and change the students' learning and values;on the other hand,from the perspective of subject management,we should optimize the teacher teaching mode,adjust the school curriculum system,all of these can improve the professional commitment of students,and improving the student's learning initiative.