Driving the dual learning process of management knowledge: A social cognitive theory perspective

Recent research has demonstrated a sustained interest in the effectiveness of learning management knowledge. A dual learning process is proposed in this study to explain how learners acquire management knowledge. Furthermore, this study examines the influences that encourage learners to engage in the dual learning process based on Social Cognitive Theory (SCT). The study surveyed 262 business school students in seven classes enrolled in the Principles of Business course, using structural equation modeling to validate relationships among the dual learning process, driving factors, and knowledge learning. Empirical results suggest that environmental factors, including ChatGPT-assisted learning and teacher support – as well as individual factors, such as self-efficacy – help strengthen learners' experience in the dual learning process. This research attempts to integrate the social cognitive theory, learning cycle theory, and knowledge types perspective to provide a holistic theoretical foundation and interpretations for effective learning in management knowledge.