The Effect of College Students’ Network Self-efficacy on Learning Autonomy

Abstract

As a revolutionary means, online teaching has deeply affected all aspects of college students’ learning. It has become an important ability for college students to learn and achieve their learning goals through the internet. In this paper, 160 non-English major students in a university were selected as the subjects. A combination of quantitative and qualitative analyses was adopted, and questionnaire and interviews were used as the research tools. The questionnaire was used to measure the network self-efficacy of the subjects before and after the experiment. The interviews were used to deeply explore the subtle changes in subjective emotion before and after the experiment. After the questionnaires and interviews at each stage, SPSS Statistics 26.0 was adopted to carry out phased data analysis and overall data analysis of the questionnaires, and content analysis was conducted on the data of the interviews, so as to measure the overall situation and correlation of non-English major students’ autonomous learning and network self-efficacy in English learning, and find out the influencing factors. The purpose is to put self-efficacy, an internal factor affecting students’ self-learning, in an important position, so that teachers can give more encouragement and praise to the students. In addition, self-efficacy assessment, a student-centered internal evaluation method, should be used to help students cultivate a positive evaluation of themselves, and to encourage students to engage in autonomous learning through the use of networks.