ScholarWorks@숙명여자대학교

초록

· Research topics: This study examines the operational pathway among achievement goal motivation, self-efficacy, and self-leadership in Chinese university students, analyzing the direct effect of achievement goal motivation and the mediating effect of self-efficacy to provide an evidence base for university leadership education and policy design. · Research background: Amid the “Double First-Class” initiative and “China Education Modernization 2035,” higher education in China is shifting from knowledge transmission to competency-based development. The expansion of the digital economy and artificial intelligence, the push for innovation–entrepreneurship and rural revitalization, and intensified employment competition require students to develop goal management, self-regulation, and lifelong learning abilities. Although many universities run leadership programs, there is still a lack of systematic evidence on the psychological mechanisms underpinning these practices and on differences by goal orientation. Verification within the Chinese context is therefore needed. · Differences from prior research: By integrating achievement goal motivation, self-efficacy, and self-leadership, the study simultaneously tests direct and indirect paths and offers contextualized evidence using a sample of Chinese undergraduates. Unlike prior work limited to simple correlations or single-path tests, it reports structural model fit and strengthens mechanism-based explanations that facilitate translation into intervention design. · Research method: A survey was conducted with 312 undergraduates from five Chinese universities. Using SPSS 27.0 and AMOS 30.0, the study performed statistical analyses to validate the theoretical model. · Research results: All three variables showed significant positive correlations, indicating that achievement goal motivation, self-efficacy, and self-leadership tend to vary in the same direction. Path analysis showed that achievement goal motivation positively predicts both self-efficacy and self-leadership, and self-efficacy positively predicts self-leadership. Self-efficacy functions as a partial mediator between achievement goal motivation and self-leadership, adding an indirect effect while the direct effect remains. Overall, the total effect is largest for achievement goal motivation, identifying it as the key driver in the model. · Contribution points and expected effects: Theoretically, the study clarifies the mechanism linking goal orientation, self-efficacy, and self-leadership within China’s higher-education transition, supporting a partial mediation structure. Practically, it proposes a combined model of continuous goal-setting guidance, self-efficacy enhancement (attribution retraining, emotion regulation, and challenging task design), peer/dual-mentor support, and project- and field-based learning in collaboration with industry and local governments. It recommends stratified implementation by region and institution type, process-oriented assessment, and individualized interventions. Future research should adopt longitudinal and experimental/mixed methods and incorporate moderating factors such as personality, social support, and culture to refine the model.

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