The Influence of Self-Regulated Learning, Self-Efficacy, and Grit on Learning Performance at Honghe Vocational and Technical College, Yunnan Province

Abstract

In 1972, UNESCO's report "Learning to Be: The World of Education Today and Tomorrow" emphasized the importance of students becoming the focus of school education, capable of self-directed learning to adapt to a rapidly changing world. By the 1980s, learning performance gained attention in educational psychology and American education, highlighting learners' strategic and goal-oriented approaches. China's curriculum reform reflects this trend, with the 2014 "Curriculum Standards for Twelve-Year Basic Education," implemented in 2019, emphasizing student-centered personalized education to promote innovation and lifelong learning. This study employs

a questionnaire survey to investigate the impact of Self-regulated Learning, Self- efficacy, and grit on Learning Performance. Through various statistical analyses, this

study concludes that differences in Gender, Age, Major, and Grade Level generate differences in Students' Learning Performance. Specifically, female students exhibit significantly higher Learning Performance compared to male students. Students majoring in Preschool Education have the lowest learning performance, and those in Firefighting have the highest. Learning Performance increases significantly with age,

with 17-year-old students showing higher effectiveness than 15-year-olds and 16-year- olds. First-year university students have significantly lower Learning Performance than second-year and third-year students. The multiple linear regression analysis indicates that these three factors — namely, Self-regulated