Empowering the Digital Learner: Exploring the Relationship between Teacher Support, Autonomy in Technology, and Self-Efficacy in Chinese Vocational Colleges

In Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self-efficacy and a need for greater teacher-student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self-efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self-efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first-year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self-efficacy were moderately positively correlated (r = 0.464, p < 0.01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = 0.368, p < 0.01) and self-efficacy (r = 0.515, p < 0.01). The results highlight the instrumental role of teacher support in enhancing student self-efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self-efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment.