Technological Self-efficacy, Task Value, and Goal Orientation in Improving Digital Literacy for Employment among Liberal Arts University Students in Chengdu
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Abstract
Amid China’s digital transformation and increasing employment pressure on liberal arts graduates, this study investigates how motivational beliefs technological self-efficacy, task value, and goal orientation influence digital literacy relevant to employment. A quantitative survey was conducted among 400 liberal arts students in Chengdu. Correlation, regression and variance analyses revealed that all three motivational beliefs were significantly and positively related to digital literacy, with task value emerging as the strongest predictor. The model explained 47.9% of the variance (R² = .479, p < .001). Mastery and performance-approach goals showed positive effects, while performance-avoidance goals had a negative impact. All subdimensions of technological self-efficacy and task value demonstrated consistent positive effects. Significant grade-level differences were found: seniors scored highest in digital literacy and task value, while sophomores reported the highest technological self-efficacy. Goal orientation remained stable across grades. University type significantly affected goal orientation only, with students from “Double First-Class” universities scoring higher. The findings offer both theoretical and practical implications for developing targeted interventions and motivation-enhanced curricula to improve students’ employability in the digital era.
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References
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