Study on the Influencing Factors of College Students' Autonomous Learning Ability in Basic Mathematics Courses Based on SEM

Lanlan Chen

doi:10.63313/ESW.9106

Authors

Lanlan Chen School of Statistics and Applied Mathematics, Anhui University of Finance and Economics, Bengbu Anhui, China Author

DOI:

https://doi.org/10.63313/ESW.9106

Keywords:

Autonomous learning ability, influencing factors, basic mathematics courses, SEM

Abstract

To address the predicament in cultivating college students' autonomous learning ability in basic mathematics courses amid the digital transformation of higher education, this study constructs a multi-dimensional influencing factor model based on Bandura's tripartite reciprocal determinism theory and Zimmerman's self-regulated learning theory. An empirical analysis is conducted using structural equation modeling (SEM) with 595 valid questionnaires as samples. The results show that teacher support and digital literacy are core driving factors: they not only directly and positively affect autonomous learning ability but also exert indirect effects through the chain mediating path of "mathematical self-efficacy → learning strategies and self-regulation". Neither the direct nor indirect effects of the learning environment are significant. The conclusions deepen the application of autonomous learning theory in disciplinary contexts and provide theoretical references for colleges and universities to implement targeted teaching interventions and optimize basic mathematics courses.

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