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

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

1972年，联合国教科文组织（UNESCO）发布的报告《学会生存：教育世界的今天和明天》（Learning to Be: The World of Education Today and Tomorrow）强调，需将学生作为学校教育的核心，使其具备自主学习能力以适应瞬息万变的世界。至20世纪80年代，学习绩效（Learning Performance）开始在教育心理学与美国教育领域受到关注，凸显了学习者的策略性与目标导向型学习路径。我国课程改革亦顺应了这一发展趋势，2014年制定、2019年实施的《十二年基础教育课程标准》（Curriculum Standards for Twelve-Year Basic Education）强调以学生为中心的个性化教育，以推动创新能力培养与终身学习理念的践行。本研究采用问卷调查法，探究自我调节学习（Self-regulated Learning）、自我效能感（Self-efficacy）与坚毅人格（grit）对学习绩效（Learning Performance）的影响。通过多维度统计分析，本研究得出结论：学生的性别、年龄、专业与年级差异均会导致其学习绩效产生显著分化。具体而言，女生的学习绩效显著高于男生；学前教育专业学生的学习绩效最低，而消防专业学生的学习绩效最高；学习绩效随年龄增长呈显著提升趋势，17岁学生的学习成效优于15岁与16岁学生；大一学生的学习绩效显著低于大二与大三学生。多元线性回归分析结果显示，上述三项影响因素——即自我调节学习（Self-regulated Learning）、