The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

The effect of computer self-efficacy on the behavioral intention to use translation technologies among college students: Mediating role of learning motivation and cognitive engagement

Amid an era of rapid globalization and technological advancement, translation technologies stand as valuable assets for college students to enhance accuracy and efficiency in the translation process. However, the adoption and acceptance of these technologies are contingent on several psychological factors, which are underexplored in the academic field. This study, populated by a cohort of 397 college students, employs a multiple-item questionnaire measuring computer self-efficacy, learning motivation, cognitive engagement, and the behavioral intention to utilize translation technologies. The collected data were analyzed through a Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. Results indicated that computer self-efficacy significantly correlated with learning motivation, cognitive engagement, and behavioral intention to use translation technologies. Learning motivation and cognitive engagement were identified as critical mediators; combined, they exhibited a chain mediating effect on the association between computer self-efficacy and the intention to adopt translation technologies. Untangling the intertwined influences of these psychological constructs provides profound implications for the stakeholders, including tertiary education institutions, educators, curriculum developers, and technologists, to design effective pedagogical strategies and technology platforms to enhance translation technology adoption. This will equip students to harness these technologies and create a conducive environment for them to thrive in a globalized and digitally interconnected world.

Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender

Background: Although past research highlights the impact of self-efficacy on university students’ learning motivation, examining potential links with specific types of learning conformity is limited. The current study examined associations between Chinese university students’ perceived self-efficacy and learning conformity across different types of learning motivation.Methods: A total of 339 Chinese university students were surveyed using the General Self-Efficacy Scale and the Learning Conformity Scale. Multiple regression models were constructed to focus on the mechanisms of general self-efficacy on learning conformity. Results: (1) There are three types of learning conformity: learning abidance, learning obedience, and learning compliance. (2) General self-efficacy has a negative effect on learning obedience. In contrast, it positively affects learning abidance and learning compliance. (3) The general self-efficacy of girls is lower than that of boys. Still, girls are more likely to be motivated to learn compliance than boys. Conclusions: The study reveals that it is essential to stimulate students’ motivation to learn abidance to love learning from the inside out; to improve girls’ self-efficacy; to raise students’ awareness of self-respect and self-development; and to encourage self-approval in public institutions.