A Study on College Students' Academic Self-Efficacy Based on Diversified Teaching Mode

Objective: This study aims to enhance the academic self-efficacy of Chinese college students and improve their learning levels. Methods: Under a diversified teaching mode, the "College Student Academic Self-Efficacy Survey Questionnaire" was used to investigate the current status of academic self-efficacy among college students in the experimental group (those participating in the diversified teaching mode program) and the control group (those not participating in the diversified teaching mode program). Conclusion: (1) The academic self-efficacy, learning ability self-efficacy, and learning behavior self-efficacy of college students are all slightly below the theoretical average. (2) In the experimental group (college students participating in the diversified teaching mode program), the scores for academic self-efficacy, learning ability self-efficacy, and learning behavior self-efficacy are significantly higher than those in the control group (college students not participating in the diversified teaching mode program).(3) Based on the diversified teaching mode, in terms of learning behavior self-efficacy, college students with as League members of score significantly higher than those with as members of the masses, organizational members and prospective organizational members. (4) Based on the diversified teaching mode, in terms of academic self-efficacy, the scores of college students with poor grade were significantly higher than those with medium and good grade; in terms of learning ability self-efficacy, the scores of college students with poor grade were significantly higher than those with medium and good grade; in terms of learning behavior self-efficacy, the scores of college students with poor grade were significantly higher than those with medium grade, and the scores of college students with medium grade were significantly higher than those with good grade. Recommendations: (1) Establish a student-centered teaching philosophy. (2) Promote the diversified integration of teaching content and form. (3) Strengthen the systematic construction of learning support system. (4) Pay attention to the individual differences of students and implement precise education strategies. (5) Guide students to form positive learning cognition and behavior habits.