在线学业情绪对学习投入的影响———社会认知理论的视角,ERICDATA高等教育知識庫
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篇名
在线学业情绪对学习投入的影响———社会认知理论的视角
並列篇名
Impact of Online Academic Emotion on Learning Engagement: A Social Cognitive Perspective
作者 高潔
中文摘要
在线学习投入是有效衡量在线学习质量的重要指标。现有研究已从学习平台、课程资源等客观 物理环境的角度探讨了在线学习环境对在线学习投入的影响,但忽略了在线学习中个体情感体验所形成的独特 心理环境的作用。本研究基于社会认知理论,采用在线学业情绪量表、学习效能感量表和在线学习投入量表,对 386 名在线学习大学生进行问卷调查,以探索在线学业情绪对学习投入的影响,并分析学习效能感在其中的作 用。调查结果发现:1)在线学习者积极学业情绪、消极学业情绪、学习效能感与在线学习投入两两之间显著相 关,在线学业情绪是影响在线学习投入的重要心理因素;2)学习效能感在积极学业情绪对在线学习投入影响过 程中起完全中介作用,在消极学业情绪对在线学习投入的影响过程中起部分中介作用;3)在线学习过程中,学习 者应善于情绪调节,保持积极情绪与增强在线学习效能感以提高在线学习投入水平。
英文摘要
Online learning engagement or e-learning engagement as a positive psychological state is considered to be one important indicator to measure the quality of e-learning studies. Numerous researches have highlighted the importance of physical environments, such as e-learning platform and course resources, on e-learning engagement. However, fewer studies have explored the influence of psychological environment such as the emotional states on learning effects, and even less attention has been directed towards the intervening mechanisms underlying the relationship between emotional states and e-learning engagement. In this study, the scales of academic emotions, learning self-efficacy and online learning engagement were administered to 348 college students aimed to investigating the mediating effects of learning self-efficacy on the link between academic emotions and e-learning engagement based on the social cognitive theory. Results indicated that positive academic emotions were significantly positively correlated with learning self-efficacy and e-learning engagement, whereas negative academic emotions were significantly negatively related to learning self-efficacy and e-learning engagement. Furthermore, structural equation modeling analysis showed that the mediating effect of learning self-efficacy on the relationship between academic emotions and e-learning engagement were significant. Specifically, learning self-efficacy played a full mediation role in the relationship between positive academic emotions and online learning engagement, whereas it played a partial mediation role in relationship between negative academic emotions and online learning engagement. In addition, this study suggests that learners should keep good emotion regulation in order to keep positive academic emotions and high level of learning self-efficacy in e-learning environments.
起訖頁 089-095
關鍵詞 积极学业情绪消极学业情绪学习效能感在线学习投入positive academic emotionsnegative academic emotionslearning self-efficacyonline learning engagement
刊名 開放教育研究  
期數 201604 (22:2期)
出版單位 上海遠程教育集團;上海電視大學
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