慕课学习者的归因、动机与持续使用意图研究  

Research on MOOCs Learners' Attributions,Motivations and Intention of Continuous Use

作　　者：徐光[1] 刘鲁川[1] XU Guang LIU Luchuan(School of Management Science and Engineering, Shan Dong University of Finance and Economics, Jinan Shandong 250014)

机构地区：[1]山东财经大学管理科学与工程学院,山东济南250014

出　　处：《电化教育研究》2017年第3期68-74,共7页E-education Research

基　　金：国家自然科学基金"社会化阅读服务用户持续使用的行为机理研究"(课题编号:71373144);教育部人文社会科学研究规划基金"移动阅读系统用户持续使用的理论模型:基于情感视角的实证研究"(课题编号:12YJA860010)

摘　　要：为了探究慕课(MOOCs)学习者的"辍学"是否会对后续使用意图产生影响,基于学习成败归因理论和学习动机理论,先通过问卷调查并使用统计学的方法发现MOOCs学习成败归因有显著倾向性,再使用逐步回归法和路径分析法论证了成败归因、学习动机、持续使用意图之间的相互关系。研究发现,成功的能力和努力归因会通过内在动机对持续使用意图产生正向影响,失败的能力和运气归因会通过外在动机对持续使用意图产生负向影响,失败努力对持续使用意图直接产生正向影响,内在动机对持续使用意图有显著正向影响,外在动机对持续使用意图有显著负向影响。文章最后就如何引导归因给出了建议。In order to explore whether the ＂dropping out＂ of MOOCs learners affect intention of subsequent use, based on attribution theory and motivation theory, after working out that MOOCs learning attribution has significant tendency through questionnaire survey and statistical method, this paper demonstrates the correlations among attribution of success or failure, learning motivation and intention of continuous use by using stepwise regression and path analysis. The study results indicate that successful ability and effort attributions produce positive effects on intention of continuous use through intrinsic motivation, while ability to fail and luck attributions have negative effects through extrinsic motivation. Moreover, failed efforts have direct positive effects on intention of continuous use, intrinsic motivation has a significant positive impact, and extrinsic motivation has a significant negative impact. Finally, some suggestions of how to guide attributions are put forward.

关 键 词：MOOCs 学习归因 学习动机 持续使用意图 

分 类 号：G434[文化科学—教育学]