Educational practice has always been an important part of teacher education. It not only embodies the organic combination of theory and practice, but also serves as an important means to achieve the existing training goals of schools and meet the needs of society. This research has grasped the core connection between "subjective initiative" and "objective effect" in educational practice. From the perspective of students, it focuses on exploring the relationship between students' participation intention, self-efficacy, and practical effect. The moderator of self-efficacy indicates that self-efficacy will affect the actual impact of participation intention on practice effect. To evaluate the measurement and structural models, structural equation modeling (SEM) was performed using the Partial Least Squares (PLS). The findings are displayed: (1) Participation intention positively predicts the practice effect; (2) Self-efficacy moderates the relationship between participation intention and practice effect. From the perspective of students participating in educational practice, this research explores the relationship between students' participation intention, self-efficacy, and practice effect, and mainly explores the moderating role of self-efficacy for the relationship between participation intention and practice effect. Additionally, this research enriches the current understanding of the factors affecting the practice effect, and suggests possible directions for future research.
Baek, S. G., & Ham, E. H. (2009). An evaluation study on the educational value of teaching practicum in secondary schools. Asia Pacific Education Review, 10(5), 271-280. https://doi.org/10.1007/s12564-009-9018-z
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. http://doi.org/10.1037/0033-295X.84.2.191
Cao, S. H., Jiang, X. Z., & Yang, J. F. (2020). A study on the present situation and problems of the full term education practice in the college of physical education in the new era. Advances in Physical Sciences, 8(4), 249-252. https://doi.org/10.12677/APS.2020.84040
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
Code, J. (2020). Agency for learning: intention, motivation, self-efficacy and self-regulation. Frontiers in education, 5(4), 9-19. https://doi.org/10.3389/feduc.2020.00019
Feng, Y. H., & Zhang, S. W. (2023). Research on influencing factors of mobile learning behavior of local undergraduate students. Survey of Education, 10(2), 12-19.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Gu, Y., & Cui, Y. J. (2014). Comments on Japanese teacher education curriculum reform in the 21st century. International and Comparative Education, 8(5), 8-17.
Gulo, E. V. (1966). University students' attitudes as measured by the semantic differental. The Journal of Educational Research, 8(5), 152-158.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM) (1st Edition). United States of America: SAGE Publication.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modelling (PLS-SEM) (2nd Edition). United States of America: SAGE Publication.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152.
Hein, V. (2012). The effect of teacher behaviour on students motivation and learning outcomes: A review. Acta Kinesiologiae Universitatis Tartuensis, 18(6), 9-19. https://doi.org/10.12697/akut.2012.18.02
Henseler, J., & Fassott, G. (2010). Testing moderating effects in PLS path models: an illustration of available procedures. Handbook of partial least squares: Concepts, methods and applications, 12(1), 713-735. https://doi.org/10.1007/978-3-540-32827-8_31
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. http://doi.org/10.1007/s11747-014-0403-8
Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The relationship between self-efficacy and academic achievement: A 5-year panel analysis. The Asia-Pacific Education Researcher, 25, 89-98. https://doi.org/10.1007/s40299-015-0236-3
Kline, R. B. (2011). Principles and practice of structural equation modelling. Guilford Press.
Lay, Y. F., & Khoo, C. H. (2014). pengenalan kepada pendekatan kuantitatif dalam penyelidikan pendidikan (Edisi Ketiga). Kota Kinabalu: Venton Publishing (M) Sdn. Bhd.
Li, W. W., & Xu, W. (2019). Research on improvement of management system of off-campus practice base in PE normal colleges based on student satisfaction survey. Compilation of Abstracts of the 11th National Sports Science Conference, 3410-3411.
Liang, Y. S. (2004). A study on the correlation between academic self-efficacy and mental health of college students. Chinese Journal of Tissue Engineering Research, 24(6), 4962-4963.
Liu, B. (2002). New encyclopedia of Chinese teachers. Secondary Education Volume. Encyclopedia of China Publishing House, 12(8), 150-161.
Liu, J. (2010). Discussion on the educational practice management mode of normal university students in China. Continuing Education Research, 5(4), 142-145. DOI:10.3969/j.issn.1009-4156.2010.05.055
Meng, H. (2022) A study on the structure and scale compilation of pre-service PE teachers' educational practice effect (Masters Thesis). East China Normal University. Shanghai.
Oulo, E. V. (2017). University students’ attitudes as measured by the semantic differental. JSTOR 60, 152–158. doi: 10.1080/00220671.1966.10883462
Pan, Y. S. (2013). Current situation and practice reform of educational practice for undergraduates from Shandong institute of physical education and sports. Journal of Shandong University of Physical Education, 3(2), 98-102.
Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and research in education, 7(2), 174-18. https://doi.org/10.1177/1477878509104322
Stone, M. (1974). Cross-validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society: Series B (Methodological), 36(2), 111–133.
Tong, X. & Liao, J. D. (2019). The relationship between self-efficacy and academic achievement of college students: the mediating role of learning optimism. Higher Education Exploration, 3(1), 16-21.
Wang, K. R, Xin, T, & Li, Q. (1999). A study on the relationship between self-efficacy, attribution and academic achievement in middle school students. Psychological Development and Education, 4(2), 22-25.
Wang, Y. J. & Liu, J. (2020). The influence of educational practice on psychological capital of normal university students and its countermeasures, Education research, 3(2), 107-109.
Xie, A. G., Wang, B. J., Wang, B., Xu, B. T., Yang, A. H. & Zhang, Y. (2022). On the improving teaching effect of basic geology practice: an example from the practice of basic geological knowledge of Nanjing University. Geological Journal of Chinese Universities, 3(5), 378-381. DOI:10.16108/j.issn1006-7493.2021069
Xu, J. F. (2014). Investigation on practice behavior intention of physical education students in physical education colleges -- a case study of 4 universities in Fujian province. Journal of Jiamusi Vocational Institute, 1(5), 434-435.
Yang, S. K. (1997). Comparison of student teacher systems in different countries. Taipei: Normal University Library.
Ye, G. (2022). Exploratory thinking and practice of normalized education practice. Innovation and Practice of Teaching Methods, 3(1), 5-7, https://doi.org/10.26549/jx ffcxysj.v3i1.3129
Zhang, J. X., & Schwarzer, R. (1995). Measuring optimistic self-beliefs: a Chinese adaptation of the General Self-Efficacy Scale. Psychologia: An International Journal of Psychology in the Orient, 38(3), 174–181.
Zhao, N. N., Tian, T. X., He, Y. X., et al. (2023). Significant others in education practice and their impact mechanism on student teachers. Journal of Teacher Education, 10(4), 82-92.
Zhao, Y. F., Wen, B. & Liang, J. X. (2012). Study on the optimization of professional practice mode for P.E. students under the employment pressure -- optional practice mode:unified mode and decentralized mode. Journal of Nanjing Sports Institute, 5(4), 1-4.
Zhu, H., Karen Arnold & Chen, Y. L. (2012). Reflections on comparison of Sino-US college internships:foundations,organization and functions. Peking University Education Review, 1(6), 107-123.
Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary educational psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
Zint, M. (2002). Comparing three attitude?behavior theories for predicting science teachers' intentions. Journal of research in science teaching, 39(9), 819-844. https://doi.org/10.1002/tea.10047
Kang, Y., & Lay, Y. F. (2025). Moderating Effect of Self-Efficacy for the Relationship between Participation Intention and Practice Effect. International Journal of Academic Research in Business and Social Sciences, 15(8), 1369–1380.
Copyright: © 2025 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
