A Learning Support Framework for College Students' Knowledge-Oriented Short-Video Learning: From the Perspectives of Autonomous Learning Motivation, Goal Setting, and Self-Regulated Learning Strategies

As knowledge-oriented short videos become increasingly embedded in university students' learning contexts, their potential to support academic achievement has attracted growing attention. While short videos offer advantages such as brevity, accessibility, and vivid presentation, their fragmented structure and algorithm-driven content delivery often encourage passive consumption and superficial processing, leading to limited learning outcomes. This study argues that sustainable academic gains from short-video learning depend on an achievement-oriented approach that transforms viewing activities into goal-directed, controllable, and outcome-verifiable learning processes. Drawing on self-determination theory and self-regulated learning theory, this study constructs a conceptual framework that explains how autonomous learning motivation, goal setting, and self-regulated learning strategies jointly promote academic achievement in short-video learning environments. Specifically, autonomous motivation-comprising self-determined motivation and autonomous learning ability-facilitates effective goal orientation and time management behaviors, which in turn activate integrative and self-regulatory learning strategies that enhance learning depth and academic performance. By clarifying the internal mechanisms through which short-video learning can be transformed from passive browsing into effective academic engagement, this study provides practical insights for university students seeking effective learning strategies in short-video environments and offers theoretical implications for educators and researchers concerned with digital learning support.