Impact of implicit rule of law education on students’ rule of law literacy in Hebei provincial universities: the moderating role of psychological factors and the mediating role of self-efficacy

Abstract

Abstract This study used a questionnaire to analyze data and explore the specifics of implicit education as it is used in ethics and rule of law classes in higher education. A moderated mediator model was constructed through structural equation modeling, and regression analysis was used to explore the relationship between the four aspects of knowledge factors, psychological factors, educational mediator factors, and factors of the educational loop. The students of Hebei province colleges and universities were selected as the research subjects, and it was empirically shown that implicit rule of law education, self-efficacy, and the rule of law literacy had a significant positive correlation, with a p-value of much less than 0.05. Perceived competence (β=0.19, p<0.001) and self-efficacy (β=0.22, p<0.001) were both able to predict individual rule of law literacy levels significantly and positively. Self-efficacy mediated the relationship between the implicit rule of law education and the rule of law literacy (effect value of 0.07). That is to say, implicit education in the rule of law can influence individual self-efficacy and then affect the level of individual rule of law literacy. And perceptual ability can play a moderating role in it (the effect value is 0.04).