Influence on Student Engagement Based on Teacher’s Motivating Style in Learning Cyberspace —SDT Intrinsic Motivation Mediation Effect
In “Internet+ Education” era， learning cyberspace may realize to integrate with online learning and offline， which changing the way that learners acquire the knowledge and promoting educational conception transformation and institutional innovation. As a key factor to affect student engagement which is one of the effective indicators to measure online learning quality， teacher’s motivating style plays an important role in learning motivation and may lead to student deep engagement. Based on self-determination theory， this paper constructs a structural equation model which influence student engagement in learning cyberspace from teacher’s motivating style， intrinsic and extrinsic motivation through AMOS. The results show that autonomy-supportive teacher’s motivating style has a positive effect on student engagement. Also， it has a positive effect on perceive autonomy， competence and relatedness of intrinsic motivation. By contrast， controlling teacher’s motivating style has no effect on student engagement， but it has a significant positive effect on external regulation and introjected regulation of extrinsic motivation. Moreover， perceive autonomy， competence and relatedness of intrinsic motivation are mediating variables of autonomy-supportive teacher’s motivating style and student engagement. Finally， learning cyberspace optimization strategies have been provided from motivation quality， teacher’s motivating strategies for enhancing student engagement based on autonomy-supportive teacher’s motivating style and arousing positive impact on student engagement through controlling teacher’s motivating style.
|關鍵詞||教师激励风格、内部动机、外部动机、学习投入、网络学习空间、Teacher’s Motivating Style、Intrinsic Motivation、Extrinsic Motivation、Student Engagement、Learning Cyberspace、CSSCI|