THE INFLUENCE OF LEARNING STRATEGIES ON INNOVATION LITERACY AMONG COLLEGE STUDENTS IN GUANGXI, CHINA
DOI:
https://doi.org/10.18623/rvd.v23.5104Palavras-chave:
Innovation Literacy, Learning Strategies, Self-Management, Higher Education, Structural Equation ModelingResumo
In today’s knowledge-driven economy, universities emphasize the cultivation of students’ innovative behaviors; however, the innovation literacy of many college students remains insufficient to meet societal and labor market demands. Grounded in the Constructivist Theory of Education, this study examined how different learning strategies contribute to college students’ innovation literacy and whether self-management mediates this relationship. The study aimed to test the hypotheses that learning strategies positively predict innovation literacy and that self-management serves as a significant mediating mechanism. A cross-sectional survey design was employed, and data were collected through an online questionnaire from 426 undergraduate students across nine universities in China. Structural equation modeling and bootstrapping procedures were used to analyze the relationships among variables and to test mediation effects. The results indicated that the adoption of effective learning strategies significantly enhanced students’ self-management abilities, which in turn positively predicted innovation literacy. Moreover, self-management played a significant mediating role in the relationship between learning strategies and innovation literacy, suggesting both direct and indirect effects. These findings highlight the importance of promoting adaptive learning strategies and strengthening self-management skills in higher education. The study provides empirical evidence for designing instructional interventions and institutional policies aimed at improving students’ innovation literacy and better aligning higher education outcomes with societal needs.
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