**2. Literature review**

#### **2.1 Achievement goal theory**

Achievement goal theory is a learning motivation theory that builds on Achievement Motivation Theory and Attribution Theory, and was developed on the basis of Ability Theory [6, 7]. Achievement goal theory emerged as the main theoretical framework for achievement motivation in the 1990s and early 2000s, and has been widely applied, especially in educational contexts [8]. Dweck [6] interpreted achievement goals as the purpose of people's participation in achievement behaviors as demonstrated in achievement contexts, and distinguished achievement goals as self-goals and work goals based on differences in definitions of competency. Nicholls [9] identified achievement goals as the purpose of people's participation in achievement behaviors that aim to demonstrate or develop high competency. Zhou [10] argued that achievement goals are a set of goals that are associated with achievement activities. Wang and Yu [11] suggested that achievement goals include multiple beliefs or purposes, capacities, successes, competencies, efforts, mistakes, and standards. Chi [12] defined achievement goals as people's perceptions of competency-related behavior purposes, and emphasized that such perceptions exist in contexts involving competency.

### *Effects of an Experimental Broadcasting and Hosting Class: A Triadic Reciprocal Determinism… DOI: http://dx.doi.org/10.5772/intechopen.113355*

In conclusion, this study considered achievement goals as people's perceptions of the purpose or reason for engaging in an achievement task, and people's evaluation of goal attainment. This study will contribute to the establishment and attainment of students' achievement goals through an experimental curriculum, thus stimulating their learning motivation and learning behavior.

#### **2.2 Triadic reciprocal determinism**

Based on Lewin's model, Bandura [13] pointed out that "Behavior, People and Environment factors actually act as interconnected and interacting determinants" of Triadic reciprocal determinism. Later, Bandura [14] proposed Triadic Reciprocal Determinism to explain human psychological functioning, arguing that there is a triadic interaction among environment, people, and behavior. Environment refers to the sum of objective things that affect people's perceptions, bodies, etc. Behavior refers to the organismic response of people when they are affected by objective things. Individual variables are the psychological and perceptual variables of individuals. People's beliefs, expectations, intentions, self-concept, and other cognitive factors often strongly govern and guide their behavior. Regarding the relationship between environment and people, not only does the environment define people, but people shape the environment. There is also an interactive influencing relationship between behavior and environment, and behavior acts as a mediator between people and the environment [15]. In educational scenarios, both the learning environment and students' individual variables affect learning behavior. Moreover, students' individual variables are taken as the core of the argument, and the role of students' individual variables in modifying learning behavior is emphasized. The perception and judgment of learning environment through students' individual cognitive structure can interfere with students' learning behavior [16]. In this study, while theoretically resetting the existing experimental curriculum, we intervened in the hardware and software learning environment based on the Triadic Reciprocal Determinism model, reformed the teaching strategy and the operating mechanism of the experimental class, and observed and discussed the corresponding changes among environment, learner, and learning behavior and their causes.

### **2.3 Self-efficacy**

Self-efficacy is people's judgment of their ability to organize and execute the course of action needed to achieve a specified type of performance [14]. Learning self-efficacy is the learner's self-evaluation and perception of his or her ability to complete academic tasks, achieve good academic performance, and avoid academic failure [17]. Xiong [18] demonstrated that there is a positive correlation between college students' achievement goals, attribution style, and learning self-efficacy, and there is also a reciprocal causal relationship among them. A study by Zhao and Chen [19] found a significant partial mediating effect of learning self-efficacy between positive academic mood and achievement goals orientation among college students. Therefore, this study used learning self-efficacy as an important variable in the assessment of course effectiveness, and explored students' self-judgment of their own learning beliefs and abilities after studying the course in the specific context of the Xingzhi Experimental Class. It was analyzed whether there were significant changes in the indicators during the 4 weeks of course study.

#### **2.4 Learning interest**

Interest is a phenomenon that arises from an individual's interaction with a specific object, and usually involves positive feelings and attention [20]. Interest is also a dynamic psychological state that changes over time [21] and can maintain a tendency to be engaged with particular objects, events, and ideas for a period of time [22]. It is believed that there is a strong relationship between interest and learning [23]. Learning interest is an intrinsic motivation to learn, and an inherent tendency to seek novelty and challenge, to develop and exercise one's ability, and to explore and learn [24]. Toli and Kallery [25] demonstrated a significant positive correlation between interest and academic achievement, and this study reaffirmed that increased interest leads to better learning outcomes. In our study, learning interest was considered as one of the variables of the curriculum effectiveness assessment, and the change in students' learning interest during the 4-week experimental curriculum was observed to explore the role of the curriculum in students' learning interest development.

#### **2.5 Learning anxiety**

Anxiety is an important emotional state that humans frequently develop and experience in their lives. Although there are numerous schools of thought on anxiety, anxiety is still described as an apprehensive emotion by a wide range of scholars and researchers. It is a vague fear which is a subjective feeling of the individual [26]. Vitasari et al. [27] argued that learning anxiety refers to the anxiety experienced by students during the learning process, and may be specifically caused by academic performance disturbances. In order to avoid the possible negative effects of learning anxiety, this study introduced a competitive mechanism in the experimental curriculum, and examined whether there was a significant trend of change in students' learning anxiety during the 4 weeks of the experimental curriculum.

#### **2.6 Student engagement**

Student engagement is also referred to as academic engagement, academic participation, and learning engagement. This concept originated from the research on the relationship between the schooling process and students' academic achievement [28]. According to Kuh et al. [29], student engagement refers to "the amount of time and energy that students devote to educationally targeted activities and the effort that goes into governing effective educational practices." They believed that when there is a high level of student engagement, individuals will gain more from their studies; on the contrary, when there is a low level of student engagement, individuals will have difficulty engaging in their studies and thus gain little from them. A recent study by Guo et al. [30] further confirmed quantitatively the reciprocal and bidirectional relationship among students' perceptions of the learning environment, student engagement, and learning outcomes in college learning. Based on this, this study considered student engagement as one of the variables in curriculum effectiveness assessment, and investigated and analyzed whether there was a trend of significant change in student engagement during the 4 weeks of the experimental curriculum.

*Effects of an Experimental Broadcasting and Hosting Class: A Triadic Reciprocal Determinism… DOI: http://dx.doi.org/10.5772/intechopen.113355*

#### **2.7 Learner's perceived value**

Perceived value refers to the learner's perception of the overall importance of the learning task [31]. Value theory suggests that people's perceived value is a human construct of the importance of things [32]. Sun [33] proposed that the Learner's Perceived Value is the overall value of the utility of learning after weighing the benefits of learning that students can perceive through learning against the costs that they pay to obtain the learning outcomes. This study examined students' understanding and perceptions of the overall value of the learning benefits and learning outcomes gained during the 4-week study of the experimental curriculum, and investigated whether there were any significant trends in their change throughout the curriculum implementation.
