Exploring the Diversified Development Model of Student Management in Colleges and Universities Based on the PLSPM Model

This paper takes the theory of planned behavior as a feasible basis for improving college students’ participation in college student management, and in view of the behavioral guidance of the theory of planned behavior for college students’ participation in college student management, it is pointed out that there is a strong correlation relationship between college students’ willingness to participate in school management and their behavior. Adding the relevant factors affecting college students’ participation behavior and willingness to participate, the PLSPM model was selected to establish the structural equation model of college students’ participation in college student management behavior. The validity test and covariance test are carried out, and the PLSPM structural model is fitted and corrected. The significance of each path is determined based on the results of standardized path coefficients after correcting the model. Combined with the functional requirements of the new model of student management in colleges and universities, the focus of the multifaceted development of the student management model in colleges and universities is elaborated.PLSPM path analysis shows that the standardized path coefficient of perceived behavioral control to participatory behavior β = 0.441, corresponding to the same level of significance less than 0.001, and the hypothesis is established through statistical testing. Similarly, it can be obtained that college students’ behavioral attitudes, subjective norms, and perceived behavioral control all positively affect their willingness to participate. Participation behavior is positively affected by participation willingness and perceived behavioral control. That is to say, the diversified development of college student management mode should be student-oriented, take college students’ willingness to participate and participation behavior as the basis for mode improvement, emphasize students’ behavioral attitudes, subjective norms, and perceived behavioral control of participation, and contribute to the diversified development of college student management from the main body of student management.