An Empirical Study on Knowledge Payment and Knowledge Anxiety among Chinese University Students

With the development of the Internet and the rapid proliferation of information, the ways of learning have become increasingly diverse. A prominent manifestation of this shift is the emergence of knowledge payment as a novel avenue for acquiring knowledge. This study aims to explore the relationship between knowledge payment and knowledge anxiety among Chinese university students. Drawing on the RFM model (Recency, Frequency, Monetary), this research integrates five variables: knowledge payment frequency, amount, attitude, nature, and satisfaction with knowledge reserves. A questionnaire survey was conducted with 184 university students. The data were analyzed through quantitative methods, including multiple linear regression analysis using SPSS 26. The results indicate that self-perceived knowledge reserve satisfaction and frequency of paying for educational software are negatively correlated with knowledge anxiety, while frequency of paying for online articles and support for paying for educational software are positively correlated with knowledge anxiety. Notably, self-perceived knowledge reserve satisfaction emerges as the most influential factor. Based on the research results, recommendations are provided for students, educational institutions, knowledge payment platforms, and governments.