Abstract: This paper to help understand the relationship mechanism between learning adaptability and academic achievement in the process of connecting courses for college students majoring in business administration, in order to assist colleges in better setting up the connection between professional and undergraduate courses. A stratified sampling method was used to investigate the learning adaptability and influencing factors of 350 undergraduate students in 7 majors of business administration in various universities in Guangxi region. The analysis results indicate that gender can affect the adaptability of the transition from vocational to undergraduate courses; Different grades can affect the adaptability of the transition from vocational to undergraduate courses (this data shows that the second grade scores the highest); Different majors can affect the adaptability of the transition from vocational to undergraduate courses (this data shows that the human resources management major has the highest score); There is a significant positive relationship between learning adaptability and self-efficacy, learning environment, learning motivation, and academic achievement; There is a significant positive relationship between learning motivation, learning environment, self-efficacy, and academic achievement. Learning adaptability affects academic achievement through three mediating variables: self-efficacy, learning environment, and learning motivation.

Key words: Junior college and undergraduate connection, Business administration, Self-efficacy, Academic achievement, Learning adaptability, Course settings