Factors Influencing Higher Vocational College Students' Participation in Extracurricular Activities on Their Computer Academic Performance: A Social Cognitive Perspective

Abstract

This study investigates the impact of demographic, psychological, and environmental variables on students' computer academic performance (CAP). Data was collected using a structured selfadministered questionnaire from 400 full-time Quanzhou College of Technology students. Based on social cognitive theory, data were collected through surveys and analyzed using descriptive statistics, independent samples t-test, one-way ANOVA, and multiple linear regression analysis. The research found that grade differences significantly affected computer scores, with third-year students achieving higher grades, non-boarding students having relatively higher grades, and the duration of activities positively correlated with computer academic performance (CAP). Psychological factors (such as motivation and self-efficacy) significantly impacted students' CAP. Environmental factors (family support, the study environment, and teacher quality) also significantly positively impacted students' CAP. This study enriches the application of the Social Cognitive Theory in the field of vocational education, provides practical guidance for educational institutions, teachers, and policymakers, and also points out directions for follow-up research, such as expanding the sample range, conducting longitudinal research, paying attention to the impacts of emerging technologies, and comprehensively considering more factors.