A Study on the Influencing Factors of Teaching Interaction on Deep Learning from the Perspective of Social Cognitive Theory

Abstract

Based on Social Cognitive Theory (SCT), a research model is constructed with teaching interaction as the independent variable, self-efficacy as the mediating variable, and Deep learning as the dependent variable. The research uses regression analysis and Bootstrap test to explore the impact of teaching interaction on college students' Deep learning and the mediating role of self-efficacy. The research results show that: teaching interaction positively and significantly affects college students Deep learning and self-efficacy, of which material-chemical interaction has the most significant effect on college students Deep learning (β=0.431); selfefficacy positively affects college students' Deep learning (β=0.255), and play a partial mediating role in teaching interaction and Deep learning. Finally, the research proposes to build a multimodal interaction mechanism to promote the realization of Deep learning; to create an embodied collaborative learning context to improve the quality of teaching interaction; Learn and reference.