在线学习者满意度:教师支持行为与自我调节学习能力的同频共振

The Power of Self-regulated Learning Ability： Effect on Learner-Percevied Teacher Support and Satisfaction

In the online learning environment， there is a close relationship between teacher support behavior and learner satisfaction. However， in the present research， the influence of multiple factors involved in teacher support on learner satisfaction has not been investigated. In this study， 751 e-learners were involved. Questionnaires were used to collect data. We test a theroretical model positing that learner-perceived teacher emotional support， social support， instrumental support， and knowledge support behavior all influence satisfaction， and that the ability of self-regulated learning mediate the link between learner-perceived teacher support and satisfaction. The results show that self-regulated learning ability has a moderating effect on the path of teacher support behavior to learner satisfaction. Specifically， when self-adjustment learning ability is less than a certain value， teachers^emotional support and social support positively influence learner satisfaction; on the contrary， they will negatively ajfect learner satisfaction. But it always positively mediates the influence of knowledge support on learner satisfaction. There was no adjustment in the effect of teacher instrumental support on Learners^Satisfaction.