Objectives The purpose of this study was to enhance learners' self-efficacy and learning engagement and to improve the researchers' educational practices by providing individual affective scaffolding according to learners' achievement goal orientation. Methods To this end, the class was designed by recognizing the problem and establishing an improvement plan according to the general procedures of action research. The participants in the study were 9 students taking an advanced IT application course in the Big Data Management Department at A University in Gyeonggi-do and 2 researchers. The collected data were open-coded and axial-coded, and results were derived using a paradigm model. Results Learners had expectations of new experiences but on the other hand, had difficulty performing assignments due to a lack of self-confidence. However, They compensated for their shortcomings through behavioral and cognitive participation. In the process, the instructor's affective scaffolding provided, learners could gain confidence and develop a positive perception of the performance process. As a result, the learners' self-efficacy improved along with satisfaction through the achievement of their goals, and they recognized the class as a meaningful time. Conclusions It was found that the instructor's individual affective scaffolding according to the learner's characteristics was effective in helping students with Bachelor’s Degree Course at Junior College increase their self-efficacy and participation in learning and gain confidence in their future career direction. This study is significant in that it serves as a starting point for expanding action research that explores the effects of individually provided affective scaffolding in Bachelor’s Degree Course at Junior College. We hope that the results of this study will help derive customized teaching strategies and strategies for providing affective scaffolding for learner-centered education.