Influencing Factors and the Generation Mechanism of Digital Empowerment College Students’ Autonomous Learning Ability in Dancesport

Abstract

This study grounded in social cognitive theory and the technology acceptance model, developed a three-dimensional framework of influencing factors encompassing technology, learner, and environment. A structural equation model was employed to investigate and analyze data collected from 240 dancesport students across five universities. The study found that college students’ autonomous learning ability in dancesport was rated at an upper-middle level (M=3.42), with a notable weakness in self-planning skills. The quality of digital teaching resources (β=0.31, p<0.001), students’ digital literacy (β=0.29, p<0.001), and adaptability of tool functions (β=0.21, p<0.01) all had significant positive effects on students’ autonomous learning ability. Additionally, self-efficacy played a crucial intermediary role in this relationship. The direct effect of teachers’ digital teaching ability is not significant, but it has an important indirect impact through the construction of a supportive environment. The research further reveals the three-stage mechanism of resource activation, psychological drive, and behavior generation of digital-enabled autonomous learning ability, and puts forward three-dimensional improvement paths of technology, learners, and environment. This study provides a theoretical basis and practical reference for the digital reform of dancesport education.