The Effect of College Students’ Self-Efficacy on Learning Gains: The Chain Mediating Role of Learning Attitude and Teaching Evaluation

Abstract

Based on the triadic reciprocal determinism model of social cognitive theory, this study aims to explore the relationship between college students’ self-efficacy and learning gains, with a focus on examining the mediating roles of learning attitude and teaching evaluation. A questionnaire survey was conducted among 886 college students from three universities in Zhejiang Province using the Academic Self-Efficacy Scale, Learning Attitude Scale, Teaching Evaluation Scale, and Learning Gains Scale. The results show that: (1) Self-efficacy has a significant positive direct effect on learning gains (β = 0.443, p < 0.001); (2) Learning attitude partially mediates the association between self-efficacy and learning gains (indirect effect = 0.225, CI [0.084, 0.371]); (3) Teaching evaluation also serves as a partial mediator between the two variables (indirect effect = 0.276, CI [0.218, 0.345]); (4) Learning attitude and teaching evaluation form a chain mediating path between self-efficacy and learning gains. Specifically, self-efficacy influences teaching evaluation through learning attitude, which in turn affects learning gains (indirect effect = 0.080, CI [0.041, 0.157]). This study reveals multiple psychological pathways through which self-efficacy affects learning gains. It provides theoretical references for understanding the mechanism underlying college students’ learning gains and offers empirical evidence for universities to improve talent cultivation quality and optimize teaching practices.