INNOVATIVE PRACTICE AND ACHIEVEMENT GROWTH PERFORMANCE OF UNDERGRADUATES AT LOCAL UNIVERSITIES IN JIANGXI CHINA FROM THE PERSPECTIVE OF NEW PRODUCTIVE FORCES: THE MEDIATING ROLE OF TEACHER INFLUENCE

Abstract

The present study investigates the relationship between innovation practice (IP) and achievement growth performance (AGP) among undergraduates at local universities in Jiangxi, China. The investigation focuses on the mediating role of teacher influence (TI). When viewed through the lens of new quality productive forces (NQPF), the necessity to cultivate new quality laborers (NQL) is evident, and this can be achieved by enhancing undergraduates' innovation capabilities, which are significantly fostered through extensive innovation practice. Nevertheless, concerns continue to be voiced regarding the participation, rationality, and effectiveness of current innovation practices within universities, which may potentially hinder students' comprehensive development. This quantitative study employed a stratified random questionnaire to collect data from undergraduates at local universities in Jiangxi. The study drew upon achievement motivation theory (AMT), social cognitive theory (SCT), and self-determination theory (SDT). The data was subsequently subjected to analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings shows that the relationship between students' innovation practices and achievement growth performance is complex, and that teachers' influence plays a significant mediating role in this relationship. The objective of this research is to provide valuable insights for guiding effective student involvement in innovation practice, thereby enhancing their innovation capabilities and promoting their proactive and holistic development. Ultimately, this will contribute to the cultivation of new quality laborers for national development from local universities such as in Jiangxi.