Research on Students’ Independent Learning Ability Based on Educational Management Strategies: A Case Study of Yunnan University of Economics and Management

Abstract

In the rapidly changing educational environment of higher education, cultivating students’ autonomous learning ability has become a key objective in talent development. Traditional teacher-centered models are gradually being replaced by learner-centered approaches, emphasizing students’ self-awareness, initiative, and regulation in the learning process. This study focused on examining the self-regulated learning (SRL) framework among dance major students at Yunnan University of Economics and Management, aiming to analyze how four core components—self-activation, self-planning, self-monitoring, and self-evaluation abilities—influence students’ overall autonomous learning ability.
The primary objective of this research was to construct a comprehensive model explaining the internal mechanisms that affected dance students’ autonomous learning behaviors. Specifically, it investigated the relationships among these four self-regulation dimensions and their collective impact on learning autonomy and performance. The study employed a quantitative research design, utilizing a structured questionnaire developed through literature review and theoretical integration. Data were collected through simple random sampling using the “Wenjuanxing” online survey platform. A total of 400 questionnaires were distributed to dance major students, with 372 valid responses, resulting in a 93% effective response rate. Statistical analyses were performed using SPSS and AMOS software, including descriptive analysis, reliability and validity testing, correlation analysis, and regression modeling to verify the proposed hypotheses.
The findings reveal that all four variables—self-activation, self-planning, self-monitoring, and self-evaluation—have significant positive effects on students’ autonomous learning ability. Among them, self-planning ability exhibited the strongest predictive power, followed by self-monitoring, self-activation, and self-evaluation. These results suggest that effective goal setting, time management, and reflective evaluation are crucial determinants of successful autonomous learning in arts education. Furthermore, the study demonstrates that enhancing self-regulated learning capacities can improve students’ motivation, learning efficiency, and overall academic achievement.
This research provides both theoretical and practical implications. Theoretically, it enriches the understanding of SRL in arts education by integrating cognitive and motivational dimensions into the analysis of autonomous learning. Practically, it offers strategies for educators to design pedagogical interventions that strengthen self-regulatory skills through structured reflection, peer learning, and guided planning. Ultimately, the study highlights that developing students’ self-regulated abilities is essential for promoting independent learning, creative expression, and sustainable academic growth in higher education.

Keywords: college dance major, independent learning ability, self-regulated learning, Yunnan University of Economics and Management

6617195013, Cui Xinyue, Advisor: Dr. Zhang Li, สารนิพนธ์ (Independent Study), Research on Students’ Independent Learning Ability Based on Educational Management Strategies: A Case Study of Yunnan University of Economics and Management, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย