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Exploring the relationship between student-content interaction, student-student interaction, self-efficacy, and
1Faculty of Education, Yunnan Technology and Business University, Kunming, Yunnan, 650000, China.
F1000Research
|November 25, 2025
Summary
Student-centered education enhances learning achievement through increased student-content and student-student interactions. Self-efficacy is crucial, mediating these effects and directly boosting academic success in higher education.
Area of Science:
- Educational Psychology
- Higher Education Studies
Background:
- Student-centered education is a key reform addressing the gap between academic training and workforce needs.
- This study investigates student-content interaction, student-student interaction, self-efficacy, and learning achievement in Chinese application-oriented universities.
Purpose of the Study:
- To examine the relationships among key factors in student-centered learning environments.
- To understand the role of self-efficacy in mediating learning achievement.
Main Methods:
- Data collected from 524 undergraduate students using online questionnaires.
- Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were employed for data analysis.
Main Results:
- Both student-content and student-student interactions significantly improve learning achievement.
- Self-efficacy plays a critical mediating role in the relationship between interactions and achievement.
- Higher self-efficacy directly correlates with improved academic achievement.
Conclusions:
- Fostering interactive learning environments and promoting self-efficacy are vital for enhancing educational outcomes.
- Instructional strategies should facilitate meaningful engagement to support cognitive and motivational learning dimensions.
- Empirical evidence supports the design of effective student-centered teaching practices in higher education.
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