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| Dimension | Secondary factor | Variable meaning |
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| Learning commitment | Learning identity (learning interest) | Students have a correct and comprehensive understanding of learning, are enthusiastic and interested in what they have learned, emotionally identify and accept what they have learned, and are emotionally attached to learning |
| Learning input | Willingness to invest time, energy, etc. |
| Learning development | The student’s willingness to continue learning and a desire to learn to develop a desire to learn |
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| Learning goals | Motivation to learn | Behavioral reasons and motivational strength for individuals to achieve good academic performance |
| Learning target | Have clear and reasonable goals for learning and constantly adjust learning goals |
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| Learning behavior | Method usage | According to the learning requirements and own characteristics, formulate a reasonable plan, form a learning method suitable for oneself, and carry out effective learning |
| Resource utilization | Effective use of learning resources such as library, Internet, experimental equipment, and teacher resources |
| Knowledge application | Apply the learning theory and knowledge learned to real life, linking theory with practice |
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| Learn to cope | Cognitive coping | When learning to adapt to difficulties, evaluate and recognize the problem and reconstruct the cognitive |
| Emotional correspondence | Learn to mediate and control the emotions or behaviors that arise when they encounter difficulties |
| Behavioral coping | When encountering difficulties in the learning and adaptation process, take action to effectively cope with the problem |
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| Learning self-efficacy | Learning trait efficacy | Students’ judgment and confidence in their professional values, interests, abilities, temperament, and the degree to which they match their studies |
| Learning effectiveness | Students’ judgment and confidence in whether they can use certain learning methods to achieve their learning goals |
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