The Influence of Academic Emotions and Learning Strategies on Academic Self-Efficacy among College Students in Guangxi, China

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.