Research on the Influencing Factors and Mechanisms of College Students' Online Learning Behaviour in Newly Established Local Undergraduate Institutions in Hebei Province

Abstract

Purpose: The objective of this article is to evaluate the correlation between teacher orientation, student teacher trust, student initiative, and the online learning behaviour of students. Additionally, the article also investigates the potential mediating influence of student-teacher trust and student initiative in this relationship. Design/ Methodology/ Approach: This study employed a cross-sectional research design and a quantitative research approach. Questionnaires were utilized to collect data from students in Hebei Province. The sampling method chosen for this study was simple random sampling. A total of 199 valid responses were analyzed using Smart PLS 3.3.9. Findings: The study's findings indicated that teacher orientation had a notable impact on online learning behavior. Furthermore, student trust exerted an influence on online learning behavior, and the teacher's orientation also had an impact on both trust and student initiatives. The study also provided support for the mediating role of student trust. Implications: This research highlights the significance of cultivating trust between students and teachers as a means to enhance students' engagement with online learning. Additionally, the role of teacher orientation in influencing student behaviour is emphasized. These insights hold great importance for policymakers, as they have the potential to optimize resource allocation and broaden educational accessibility for a larger student population. Originality: This study stands out as one of the limited research endeavours that has investigated the intermediary function of student trust and student initiative in connecting orientation with students' online learning behaviour within a unified framework.