Research On The Relationship Between Learning Self-efficacy And Autonomous Learning Of Undergraduate Students In Tourism Management

In recent years,as the pillar industry of the country's tertiary industry,tourism has become an important fulcrum to promote China's economic growth.Tourism management professionals then became the core elements affecting the development and upgrading of the industry.In order to promote the sustainable competitiveness of the tourism industry in the future,achieve high-quality tourism,and vigorously cultivate high-quality and innovative tourism talents have become the core goals of tourism colleges.Autonomous learning,as an individual's ability to apply and update knowledge,is the source of power for social development.Therefore,improving the autonomous learning ability of students majoring in tourism management is essential to the high-quality development of the tourism industry.Based on this,taking 587 undergraduates in tourism management as the research object,starting with autonomous learning,and taking professional commitment as the starting point to explore the impact of academic self-efficacy on autonomous learning,and providing feasible suggestions for improving the autonomous learning level of tourism management students.Firstly,this study collects the literature,investigates the relevant research results,and builts a theoretical model of the mechanism of tourism undergraduates' learning self-efficacy,professional commitment and autonomous learning,aiming to explore the relationship between the three variables.Secondly,based on the actual situation of students majoring in tourism management,the professional commitment scale and self-study scale of students majoring in tourism management are revised.Thirdly,using SPSS22 to analyze the characteristics of learning self-efficacy,professional commitment and autonomous learning of tourism management students,and to explore the differences between the three variables in demographic variables of tourism management students based on the statistical results of the samples.It also uses empirical research methods to explore the mechanism of the three,and uses the Process program to further explore the mediating role of professional commitment in learning self-efficacy and autonomous learning.The research results show that there is a significant difference in the learning efficacy of tourism management undergraduates in job categories and school levels.There is a significant difference in the professional commitment of tourismmanagement students in job categories and school levels,and there is a significant difference in voluntary choice in professional commitment and continued commitment.Autonomous learning and the four dimensions have significant differences in job categories and school levels.And the relevant hypothesis is established,the undergraduate self-efficacy of tourism management majors positively affects professional commitment and autonomous learning.The stronger the student's self-efficacy in learning,the higher the level of professional commitment,the higher the level of autonomous learning of the student.And professional commitment significantly affects autonomous learning.In addition,the professional commitment of tourism management undergraduates plays an intermediary role between learning efficacy and autonomous learning.On the basis of verifying the relationship between the three latent variables,this study also further verifies the causal relationship between the dimensions of each variable,and explores the mechanism of action between the three variables in depth.Finally,based on the results of related research,we propose specific suggestions for improving the autonomous learning level of undergraduates majoring in tourism management from the aspects of improving self-efficacy,professional commitment and learning behavior.