Students’ Self-efficacy under the Blended Teaching Model: A Case Study of Huaihua University, China
DOI:
https://doi.org/10.33423/jhetp.v24i6.7073Keywords:
higher education, self-efficacy, blended teaching, economics courseAbstract
Blended teaching is a teaching mode that combines traditional face-to-face teaching and online learning. In recent years, blended teaching has been regarded as an innovative teaching method in China’s higher education, attracting extensive attention from teachers and students. In this paper, based on the characteristics of blended teaching, the self-efficacy of students from Huaihua University in economics and management is investigated under the blended teaching model. A self-efficacy scale is developed from four dimensions, and its reliability and validity are verified. The results show that students are seldom confident in learning economics, and students’ self-efficacy level is low in the blended teaching model. The average level of ability-related factors is the lowest, and most students find economics courses abstract and challenging to understand. After the individual characteristics of the respondents are differentiated, their self-efficacy has significant differences in several dimensions. Specific recommendations are made to improve the quality of teaching and learning by differentiating the needs of different students.
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