The Structural Relationship among Professor--Student Relationships, Achievement Goal Orientation, Academic Self-Efficacy, and Career Preparation Behaviors of Music Major College Students in China

This research employed SmartPLS 4 software to explore the structural relationships between professor-student relations, achievement goal orientation, self-efficacy, and career preparation behaviors among university music majors in China.The study uncovered that positive professor-student relationships significantly enhance students' achievement goal orientation.This improvement in goal orientation subsequently boosts their self-efficacy, which then leads to significant impacts on their career preparation behaviors.Although the direct influence of professor-student relationships on career preparation behaviors was minimal, the mediating roles of achievement goal orientation and selfefficacy were pronounced and crucial.These findings underscore the critical supportive professorstudent interactions in fostering an educational environment that enhances students' motivational and psychological resources.This, in turn, equips students more effectively for their future careers.Cultivating such relationships is paramount, as they not only directly affect educational outcomes but also catalyze further development of students' capabilities and aspirations.Given these insights, it is evident that educators and policymakers need to prioritize strengthening professor-student relationships and the development of students' achievement goal orientations and self-efficacy.Such strategic focuses are essential for supporting students' career readiness and overall educational success.The study highlights the need for educational strategies that integrate these elements to create a more supportive and effective learning environment for students pursuing music at the collegiate level.These efforts can enhance student outcomes and better preparation for professional challenges post-graduation.