Inspirational Mechanisms of Lecturers on Students' Self-learning Behavior

Self-learning is an indispensable process for students; it helps them systematize knowledge, discover new things, and develop themselves. This study is conducted to improve understanding of the role of lecturers in students’ self-learning process and how lecturers can influence this process. Using structural equation modeling and bootstrapping analysis, this study tests the hypotheses on a sample of 891 students. The results demonstrate that once credibility is established through building sincerity, attraction, and professionalism, lecturers can inspire learning and thus promote students' self-learning behavior. This study enhances understanding of lecturers' impact on students' self-learning by applying SCT, framing lecturer credibility through sincerity, attractiveness, and professionalism to boost authenticity and persuasion. It also uses CET to explore how positive emotions from lecturer credibility inspire self-learning, positioning inspiration as an emotion arising from cognitive processes. The study also integrates SCT and CET to predict self-learning via inspiration, emphasizing lecturers' role in students' psychological development.