数智时代少数民族大学生学业自我效能感现状及提升路径——以某高校为例

The Current Situation and Improvement Path of Academic Self-Efficacy of Ethnic Minority College Students in the Era of Digital Intelligence—A Case Study of a University

摘要: 在“人工智能 + 教育”上升为国家战略的时代背景下，少数民族大学生的学业自我效能感既关乎个体成长，也涉及教育公平的现实命题。本研究以班杜拉的自我效能感理论为分析框架，基于某高校100名大学生的问卷调查数据，尝试呈现少数民族大学生数智工具使用与学业自我效能感的真实图景，分析数字技术使用对这一群体学业信心重塑的影响机制，结合学习自我感知效能、数字素养投入学习的机制、社会支持的调节作用三方面的影响，探讨出数字素养深度嵌入专业课程、构建家师友联动系统、善用AI工具、重视文化表达维度四条提升学业自我效能感的可行路径。

Abstract: In the context of “Artificial Intelligence Education” rising to the level of a national strategy, ethnic minority college students, as a special group in the higher education field, have academic self-efficacy that relates not only to individual growth but also to the practical issue of educational equity. This study uses Bandura’s self-efficacy theory as the analytical framework and, based on a questionnaire survey of 98 college students from a certain university, attempts to present a realistic picture of ethnic minority college students’ use of smart digital tools and their academic self-efficacy, analyzing the mechanism by which digital technology use reshapes this group’s academic confidence. It explores influences from three aspects: learning self-perceived efficacy, the mechanism of investing digital literacy in learning, and the moderating role of social support. The study further proposes four feasible paths to enhance academic self-efficacy: deeply integrating digital literacy into professional courses, building a family-teacher-peer collaborative system, effectively using AI tools, and strengthening cultural confidence.