Influencing Factors of Mobile Autonomous Learning and Mobile Self-Efficacy Among Law Atudents in Xi’an
Abstract
Although abundant literature can be found on autonomous learning, there is limited literature available for law major
undergraduates’ autonomous learning in Chinese context. The main purpose of this study is to examine factors influencing university law undergraduates’ autonomous learning in mobile learning environment in Xi’an, China, taking into consideration of mobile
self-efficacy. The data collected from the survey is put into SPSS 23.0, which is used to calculate descriptive as well as inferential
statistical measures. The results denote that the four independent variables, namely Motivation, Learning Strategy, Goal Orientation, Teacher Support all have positive impacts of Autonomous Learning. The mediating test of Mobile Self-efficacy proves that
Mobile Self-efficacy acts as a mediator in the relationships between Learning Strategy and Autonomous Learning, Goal Orientation and Autonomous Learning, Teacher Support and Autonomous Learning.
undergraduates’ autonomous learning in Chinese context. The main purpose of this study is to examine factors influencing university law undergraduates’ autonomous learning in mobile learning environment in Xi’an, China, taking into consideration of mobile
self-efficacy. The data collected from the survey is put into SPSS 23.0, which is used to calculate descriptive as well as inferential
statistical measures. The results denote that the four independent variables, namely Motivation, Learning Strategy, Goal Orientation, Teacher Support all have positive impacts of Autonomous Learning. The mediating test of Mobile Self-efficacy proves that
Mobile Self-efficacy acts as a mediator in the relationships between Learning Strategy and Autonomous Learning, Goal Orientation and Autonomous Learning, Teacher Support and Autonomous Learning.
Keywords
Mediating effects; Autonomous learning; Influencing factors; Self-efficacy
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[1] Fazey, D. M., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361.
[2] Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35(3), 351- 359.
DOI: https://doi.org/10.18282/l-e.v10i7.2972
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