摘要
以参与网络课堂的387名大学生为被试,考察自我效能感、内隐智力信念和动机调节等学习者特征对网络学习环境中学习投入的影响及其作用机制。结果表明:(1)网络学习者的自我效能感、动机调节、内隐智力信念均能正向预测学习投入;(2)动机调节在自我效能感和学习投入的关系中起部分中介作用;(3)"自我效能感→动机调节→学习投入"这一中介效应的后半路径受到学习者内隐智力信念的调节。相较于智力实体论者,动机调节的中介效应在智力增长论者中更强。
The present study investigates the predictors of student engagement during online learning. The specific predictors were self-efficacy, motivational regulation, and implicit theories of intelligence, and the moderated mediating effect of student engagement was also tested. The participants were 387 learners who enrolled in an online course in 2015 and a series of online surveys were administered. The results revealed that self-efficacy, motivational regulation, and implicit theories of intelligence were significant predictors of student engagement. The positive association between self-efficacy and student engagement was mediated by the motivational regulation. Moreover, the mediating effect of motivational regulation was moderated by the implicit theories of intelligence, Relation to the individual endorsing entity theorists, the mediating effect of motivational regulation was stronger for individual holding increment theorists.
出处
《心理与行为研究》
CSSCI
北大核心
2017年第2期181-188,共8页
Studies of Psychology and Behavior
基金
国家社科基金重大攻关项目(11&ZD151)
中国基础教育质量监测协同创新中心课题(2016-04-003-BZK01)
华中师范大学优秀博士学位论文培育计划项目(2016YBZZ006)
关键词
动机调节
网络学习
自我效能感
内隐智力信念
学习投入
motivational regulation, online leaming
self-efficacy, implicit theories of intelligence
student engagement.
