Learning Attitude and Efficacy Among Early Childhood Education Majors in Chinese Universities

Abstract –

This study employed a descriptive research design to examine early childhood education majors’ learning attitudes and efficacy in Chinese universities. The quantitative component used structured surveys to evaluate students’ cognitive, emotional, and behavioral learning attitudes and their efficacy in ability, behavior, and participation. The qualitative component involved in-depth interviews to explore personal and contextual factors influencing these aspects. Participants, selected from various universities across China, were diverse in gender, age, and educational level, though the majority were female, reflecting the typical demographic distribution in early childhood education programs. The study revealed significant variations in learning attitudes and efficacy based on demographic variables. Cognitive learning attitudes were generally consistent among respondents. Students showed a strong emotional connection to young children and high commitment to their studies. Female students had higher emotional engagement, while older students demonstrated greater learning efficacy. Additionally, students with higher educational levels used advanced learning strategies and reported higher self-efficacy. The conclusion underscores the importance of demographic factors in shaping learning attitudes and efficacy. It highlights the need for targeted interventions tailored to different student groups to improve their educational experiences. Recommendations include developing support programs that address specific needs, such as emotional support for female students, advanced learning strategy workshops for older students, and practical engagement opportunities. Future research should explore these variables in various cultural contexts to create more effective educational frameworks.

 Keywords – Early Childhood Education； Learning Attitude； Learning Efficacy