A Study on the Mediating Role of Self-efficacy and Learning Motivation in the Relationship between Academic Anxiety and Academic Achievement Students in the Context of the 4th Industrial Revolution

다국어 초록 (Multilingual Abstract)

In the era of the Fourth Industrial Revolution, industrial design education in China is undergoing profound changes driven by advancements in intelligence, automation, and digitalization. The Fourth Industrial Revolution integrates the Internet, artificial intelligence (AI), and smart manufacturing technologies with traditional industries, reconstructing industrial paradigms and presenting new challenges for industrial design education. These changes demand high levels of technical proficiency and interdisciplinary capabilities from industrial design students, increasing academic burdens and triggering academic anxiety. This study investigates the impact of academic anxiety on the academic achievement of industrial design undergraduates within the context of the Fourth Industrial Revolution and examines the mediating effects of self-efficacy and learning motivation. Industrial design, characterized by its multidisciplinary nature, requires a balance between technical engineering knowledge and creative design, intensifying academic challenges. By analyzing the interactions among academic anxiety, self-efficacy, and learning motivation, this study aims to explore effective strategies to alleviate academic anxiety and enhance academic performance. A quantitative research method was employed, utilizing a Likert scale questionnaire to measure academic anxiety, self-efficacy, learning motivation, and academic achievement. The study applied SPSS 26.0 for descriptive statistics, difference analysis, correlation analysis, and regression analysis, and AMOS 26.0 to construct structural equation models for examining relationships among variables. Data were collected from a total of 938 students majoring in industrial design across multiple universities over two semesters. The findings are as follows: Firstly, descriptive statistics indicate that the average level of academic anxiety among Chinese industrial design students exceeds the normal range, reflecting high levels of anxiety. Secondly, academic anxiety has a significant negative effect on academic achievement. High levels of anxiety impair students’ concentration, thereby compromising academic performance. However, moderate levels of anxiety in specific situations can act as motivational factors to enhance academic achievement. Thirdly, self-efficacy plays a crucial role in this relationship. Students with high self-efficacy can effectively manage anxiety and maintain academic performance through problem-solving strategies. Fourthly, learning motivation, especially intrinsic motivation, mitigates the impact of anxiety. Students with strong intrinsic motivation exhibit higher academic performance, whereas those who rely on extrinsic motivation are more prone to losing motivation under stress. This study underscores the importance of technological confidence and proactive learning approaches in the educational context of the Fourth Industrial Revolution. It recommends that educational institutions implement stress management programs, personalized guidance, and curricula integrating theoretical and practical components to reduce academic anxiety, enhance self-efficacy, and foster intrinsic motivation. By addressing these psychological factors comprehensively, educators can optimize teaching strategies and prepare students to succeed in the demanding field of industrial design. Key words: Academic Anxiety, Academic Achievement, Industrial Design Education, Self-efficacy, Learning Motivation

목차 (Table of Contents)

• Abstract iv
• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions 8
• Ⅱ. Theoretical Background 10
• 1. Industrial Design Major 10
• 1) Concept of Industrial Design Major10
• 2) Characteristics of Industrial Design Major 17
• 3) Previous Research on Industrial Design Major26
• 2. Academic Anxiety31
• 1) Definition of Academic Anxiety 31
• 2) Characteristics of Academic Anxiety 33
• 3) Previous Research on Academic Anxiety 35
• 3. Academic Achievement 37
• 1) Definition of Academic Achievement 37
• 2) Characteristics of Academic Achievement 38
• 3) Previous Research on Academic Achievement 40
• 4. Learning motivation42
• 1) Definition of Learning Motivation 42
• 2) Characteristics of Learning Motivation44
• 3) Previous Research on Learning Motivation 46
• 5. Self-efficacy 48
• 1) Definition of Self-efficacy48
• 2) Characteristics of Self-efficacy50
• 3) Previous Research on Self-efficacy 52
• 6. The Relationship among Variables 54
• 1) The Relationship between Academic Anxiety and Academic
• Achievement 54
• 2) The Relationship between Academic Anxiety and Learning
• Motivation 56
• 3) The Relationship between Academic Anxiety and Self-efficacy 58
• 4) The Relationship between Learning Motivation, Self-efficacy
• and Academic Achievement60
• 5) The Relationship between Learning Motivation, Self-efficacy
• and Academic Achievement63
• Ⅲ. Research Methods 69
• 1. Research the Model69
• 2. Research Hypotheses71
• 3. Participants72
• 4. Research Tools 76
• 1) Measurement Tool Settings76
• 2) Academic Anxiety Scale78
• 3) Learning Motivation Scale 80
• 4) Self-efficacy Scale 83
• 5) Academic Achievement Scale 85
• 5. Research Process 87
• 1）Preliminary Research 87
• 2) Research and Design Stage95
• 3) Formal Research 95
• 6. Data Analysis 96
• IV. Research Results101
• 1. Descriptive Statistics and Discussion 101
• 2. Differences Analysis in Demographic Variables103
• 1) Academic Anxiety103
• 2）Learning Motivation 107
• 3) Self-efficacy 110
• 4) Academic Achievement114
• 3. Correlation Analysis117
• 4. Regression Analysis120
• 1）Academic Anxiety on Academic Achievement 120
• 2）Academic Anxiety on Learning Motivation 122
• 3) Academic Anxiety on Self-efficacy 123
• 4) Learning Motivation on Academic Achievement 125
• 5) Self-efficacy on Academic Achievement 126
• 5. Mediating Effect Analysis 128
• 1) Model Structure and Model Fitting 128
• 2) Path Analysis 130
• 3）Mediation Effect Test Results 132
• 6. Research Hypothesis Testing Results 133
• V. Conclusion134
• 1. Disscussion and Conclusion 134
• 2. Suggestions and Limitations139
• References143
• Appendix169
• 국문초록 174