Influencing Factors and Coping Strategies on Online Learning Engagement —A Perspective of Self-Determination Theory
Learning engagement is a key factor which influencing the quality of online learning. This article aims to investigate the influencing factors on online learning engagement， by using questionnaire survey to test 438 undergraduates who participating in the online classroom. The results show that learners’ epistemological beliefs positively predict individual learning engagement through metacognitive regulation strategies; self-determination motivation and metacognitive regulation strategies play a complete intermediary role in the relationship between epistemological beliefs and learning engagement， but the impact of different types of motivation is different. Amotivation has significant negative predictive effect on learning engagement; while controlling motivation has no significant effect and autonomous motivation has significant positive predictive effect on learning engagement. It indicated that we can promote the academic performance of Online learning engagement by improving learners’ motivation， metacognitive regulation strategies and epistemological beliefs.
|關鍵詞||网络学习投入、认识信念、自我决定动机、元认知调节策略、应对策略、Online Learning Engagement、Epistemological Beliefs、Self-determination Motivation、Metacognitive Regulation、CSSCI|