ISSN: 2222-6990
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Academic emotions, learning strategies, and academic self-efficacy serve as key factors in learning processes. To examine the impact of academic emotions and learning strategies on academic self-efficacy, a survey was conducted among 383 college students in Guangxi using validated scales measuring these three constructs. Data analysis via SPSS 19.0 included correlation and hierarchical regression analyses, yielding the following findings: 1.Self-efficacy levels and group differences.Students exhibited moderately high academic self-efficacy overall. Significant variations emerged across gender and disciplines, with male students reporting higher self-efficacy than females, and science/engineering majors demonstrating stronger self-efficacy than liberal arts students. 2.Positive emotion correlation.A significant positive correlation existed between positive academic emotions and self-efficacy. Increased experience of positive emotions consistently predicted enhanced self-efficacy. 3.Learning strategy effects.Strategic diversity—particularly in cognitive and emotional strategy application—positively influenced self-efficacy. Students employing varied strategies displayed greater confidence in their academic capabilities.
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