Abstract

This study explores the relationship between college students' perceived transformational leadership and their learning outcomes based on social cognitive theory. Furthermore, it elucidates the mediating role of academic self-efficacy and achievement goal orientation. A questionnaire survey was conducted among 916 Chinese college students, and the findings indicate that college students’ perceived transformational leadership significantly and positively influences their learning outcomes. Academic self-efficacy singly mediates the relationship between college students' perceived transformational leadership and learning outcomes. Achievement goal orientation also singly mediates this relationship. Additionally, academic self-efficacy and achievement goal orientation act as serial mediators between college students' perceived transformational leadership and learning outcomes. This study provides theoretical and empirical evidence for enhancing college students’ learning outcomes.

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