Beyond Intelligence: Construction and Validation of the Four-Dimensional Dynamic Model of Learning Competence

Abstract

The "intelligence-achievement paradox" raises a fundamental question in educational research: why do students with comparable cognitive abilities often exhibit markedly different academic trajectories? While existing frameworks provide valuable insights into isolated predictors, they frequently lack an integrated mechanism to explain these disparities. This study develops and validates a Four-Dimensional Dynamic Model of Learning Competence—comprising Learning Capital, Strategy, Input, and Environment—to address this theoretical fragmentation. Employing an exploratory sequential mixed methods design within the context of Chinese higher education, we first conducted semi-structured interviews (N=18) to operationalize the model's dimensions. A subsequent survey of 524 undergraduates was utilized to validate the psychometric properties of the newly developed Learning Ability Four-Dimensional Diagnostic Scale (LA-FDDS). Structural Equation Modeling (SEM) indicates that Learning Strategy significantly mediates the relationship between Learning Capital and Input, accounting for 58.6% of the total effect, while the Learning Environment functions as a pivotal moderator. Furthermore, Latent Profile Analysis (LPA) identified three distinct learner typologies, most notably "Laborious Learners"—students characterized by high behavioral persistence but low strategic efficiency. These findings suggest that while diligence is a necessary condition for success, its efficacy is contingent upon strategic regulation. This study provides a systemic diagnostic framework for identifying specific competence gaps in diverse learning populations.