摘要
以湖北文理学院和兰州职业技术学院有过线上学习经历的学生为样本,分析学习者的非认知因素对线上学习效果的影响.问卷使用SPSS19.0进行信度、效度、相关性分析和回归分析,结构效度分析使用AMOS17.0,并根据测量目的进行模型修正.研究结果显示:学业自我效能感的两个维度——学习能力效能感维度和学习行为效能感维度,都与大学生的线上学习效果呈显著正相关;大五人格特质中的尽责性、外倾性和开放性特质与线上学习效果呈显著正相关,神经质特质呈负相关,宜人性人格特质相关但不显著;尽责性、外倾性和开放性人格特质与学业自我效能感整体显著相关,并且尽责性人格特质和学习行为自我效能感在影响线上学习效果的过程中互起调节作用.
Taking the students who have online learning experience in Hubei University of Arts and Science and Lanzhou Vocational and Technical College as samples,this paper analyzes the influence of non cognitive factors of learners on online learning effect.Spss19.0 was used for reliability,validity,correlation and regression analysis.Amos17.0 was used for structural validity analysis and model modification.The results show that the two dimensions of academic self-efficacy,namely,learning ability efficacy and learning behavior efficacy,are positively correlated with the online learning effect of college students.The conscientiousness,extroversion and openness of the big five personality traits are positively correlated with the online learning effect,the neuroticism is negatively correlated with the online learning effect,and the agreeableness is not significantly correlated with the online learning effect.Conscientiousness,extraversion and openness are significantly related to academic self-efficacy.Conscientious personality and self-efficacy of learning behavior in academic self-efficacy play a regulatory role in the process of influencing online learning effect.
作者
欧立光
孙盈
OU Liguang;SUN Ying(School of economics and management,Hubei University of Arts and Science,Xiangyang 441053,China;Department of modern service,lanzhou vocational technical college,Lanzhou 730000,China)
出处
《湖北文理学院学报》
2020年第2期51-57,共7页
Journal of Hubei University of Arts and Science
基金
湖北省高校省级教学研究项目(2017422)。
关键词
线上学习
大五人格特质
学业自我效能感
回归分析
调节作用
on online learning
Big Five Personality
academic self-efficacy
regression analysis
regulating effect
