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。
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.
出处
《开放教育研究》
CSSCI
北大核心
2016年第2期89-95,共7页
Open Education Research
基金
陕西学前师范学院教育学重点学科项目
教育部人文社科一般项目青年基金(14YJC190011)
关键词
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 emotions
negative academic emotions
learning self-efficacy
online learning engagement
