Các yếu tố ảnh hưởng đến hiệu quả hỗ trợ học tập tự chủ của sinh viên: Tiếp cận từ cố vấn học tập trong bối cảnh chuyển đổi số giáo dục đại học

Tóm tắt

Autonomous learning is a core competency, calling for renewed learner support mechanisms in which academic advising plays a key role. This study examines factors associated with the effectiveness of academic advising in supporting students’ autonomous learning within the context of digital transformation in Vietnamese higher education. Data were collected from 750 valid responses, including students, academic advisors, and administrators, and analysed using SPSS through Cronbach’s Alpha, exploratory factor analysis (EFA), and linear regression. The findings indicate that organizational and managerial factors show the strongest association with advising effectiveness, followed by the learning environment and digital technologies. Intrinsic learning motivation demonstrates a statistically significant negative relationship, while several other individual factors do not exhibit a direct association within the model. Based on these results, the study suggests a system-based approach to managing academic advising activities and highlights the critical role of organizational context in supporting autonomous learning. The findings contribute empirical evidence to the integrated approach that considers both individual and organizational factors in research on autonomous learning in higher education.