THE INFLUENCE OF SELF-REGULATED LEARNING, SELFEFFICACY, 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-education and selflearning 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 approaches Twelve-Year Basic Education," implemented in 2019, emphasizing student-centered personalized
education to promote innovation and lifelong learning. This study aims to explore the impact of Selfregulated Learning, Self-efficacy, and GRIT on Learning Performance using a research framework based on a literature review and a questionnaire survey to collect and analyze data. Through various statistical analyses, this study concludes that differences in Gender, Major, Age, 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, and those in Firefighting have the highest Learning Performance. Learning performance increases significantly with age, particularly in 17-year-old students, who perform better than 15-year-old- 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 Learning, Self-efficacy, and GRIT,
significantly impact Learning Performance.