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Background <p>Discipline competitions play an important role in higher education, as they drive innovation. Despite recognition of their educational value, little is known about the psychological mechanisms that determine students’ efficacy in these settings. The relationship between internal cognitive effects and outside help needs further study.</p> Methods <p>This study developed the model based on an extended Unified Theory of Acceptance and Use of Technology 2 framework with self-efficacy theory. Perceived instructor support and self-efficacy were included in the model as key predictors. An online questionnaire was administered to 506 Chinese university students with competition experience. The model was tested using Covariance-Based Structural Equation Modeling. Fuzzy-set Qualitative Comparative Analysis was used to identify pathways within the complex set of causes leading to high effectiveness.</p> Results <p>The results of the CB-SEM analysis indicate that performance expectancy, effort expectancy, social influence, and facilitating conditions significantly enhanced competition intention. In addition, competition intention had a strong positive impact on competition effectiveness (β = 0.429, <i>p</i> &lt; 0.001). Self-efficacy and perceived instructor support also proved direct, significant positive predictors of effectiveness (β = 0.227, <i>p</i> &lt; 0.001; β = 0.131, <i>p</i> = 0.013). The fsQCA revealed three distinct yet equal paths to high effectiveness: the Motivation-Support pathway, the Social-Driven pathway, and the Resource-Guided pathway.</p> Conclusions <p>As per the findings, competition intention acts as a mediator for self-efficacy, which is a vital resource of the mind. Their results show that effectiveness is not the product of one variable, but rather specific combinations of motivational, social, and resource-based conditions. This research offers a sophisticated psychological understanding of competitive performance outcomes based on evidence from successful competitors. Its completion has implications for educators to tailor mechanisms of support and develops agency. Competitors, the bid team, and their tailor have implications for a wide range of students.</p>

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Factors influencing the college students’ effectiveness in discipline competitions: an integrated analysis from SEM and FsQCA

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月17日

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  • Maoyan She,
  • Dengzhou Zeren,
  • Zexi Zhang,
  • Yuqiu Wang

摘要

Background

Discipline competitions play an important role in higher education, as they drive innovation. Despite recognition of their educational value, little is known about the psychological mechanisms that determine students’ efficacy in these settings. The relationship between internal cognitive effects and outside help needs further study.

Methods

This study developed the model based on an extended Unified Theory of Acceptance and Use of Technology 2 framework with self-efficacy theory. Perceived instructor support and self-efficacy were included in the model as key predictors. An online questionnaire was administered to 506 Chinese university students with competition experience. The model was tested using Covariance-Based Structural Equation Modeling. Fuzzy-set Qualitative Comparative Analysis was used to identify pathways within the complex set of causes leading to high effectiveness.

Results

The results of the CB-SEM analysis indicate that performance expectancy, effort expectancy, social influence, and facilitating conditions significantly enhanced competition intention. In addition, competition intention had a strong positive impact on competition effectiveness (β = 0.429, p < 0.001). Self-efficacy and perceived instructor support also proved direct, significant positive predictors of effectiveness (β = 0.227, p < 0.001; β = 0.131, p = 0.013). The fsQCA revealed three distinct yet equal paths to high effectiveness: the Motivation-Support pathway, the Social-Driven pathway, and the Resource-Guided pathway.

Conclusions

As per the findings, competition intention acts as a mediator for self-efficacy, which is a vital resource of the mind. Their results show that effectiveness is not the product of one variable, but rather specific combinations of motivational, social, and resource-based conditions. This research offers a sophisticated psychological understanding of competitive performance outcomes based on evidence from successful competitors. Its completion has implications for educators to tailor mechanisms of support and develops agency. Competitors, the bid team, and their tailor have implications for a wide range of students.