College Students' Autonomous Learning Behavior in Blended Learning: Learning Motivation, Self-Efficacy, and Learning Anxiety

Abstract

Blended Learning has changed the traditional teaching mode and attracted wide attention to the educational community. In blended learning, students have more autonomy. This paper aims to study the autonomous learning behavior of college students in blended learning. In this study, five hypotheses were answered by using multiple linear regression. Results show that learning motivation and academic self-efficacy can effectively predict college students' autonomous learning behavior. In addition, academic self-efficacy has a positive effect on learning motivation, and learning anxiety is negatively correlated with learning motivation, learning anxiety and self-efficacy indirectly affect autonomous learning behavior through learning motivation. The results of this study provide new ideas and suggestions for the implementation of blended learning.