网络学习投入影响因素与应对策略——基于自我决定理论的视角  

Influencing Factors and Coping Strategies on Online Learning Engagement——A Perspective of Self-Determination Theory

作　　者：周琰[1] Zhou Yan(College of Educational Science, Liaocheng University, Liaocheng Shandong 25205)

机构地区：[1]聊城大学教育科学学院,山东聊城252059

出　　处：《中国电化教育》2018年第6期115-122,共8页China Educational Technology

基　　金：教育部人文社会科学研究规划项目"青少年认识信念发展模式与作用机制研究"(项目编号:16YJA880071)阶段性研究成果

摘　　要：网络学习投入是影响网络学习质量的关键要素。该文选取参与网络课堂的438名大学生为被试,以问卷调查的方式考察网络学习投入的影响因素与作用机制。结果表明:学习者所持有的认识信念通过元认知调节策略正向预测个体的网络学习投入;自我决定动机和元认知调节策略在认识信念和网络学习投入的关系中起完全中介作用,但不同动机类型的作用存在差异。无动机对网络学习投入有显著的负向预测作用,控制性动机对网络学习投入的预测作用不显著,自主性动机对网络学习投入有显著的正向预测作用。网络学习环境中既要重视学习者的动机激发以及元认知调节策略的培养训练,又要注重提升学习者的认识信念,以促进其持久有效的学习投入。Learning engagement is a key factor which influencing the quality of online learning. This article aims to investigate the influencing factors on online learning engagement, by using questionnaire survey to test 438 undergraduates who participating in the online classroom. The results show that learners＇ epistemological beliefs positively predict individual learning engagement through metacognitive regulation strategies; self-determination motivation and metacognitive regulation strategies play a complete intermediary role in the relationship between epistemological beliefs and learning engagement, but the impact of different types of motivation is different. Amotivation has significant negative predictive effect on learning engagement; while controlling motivation has no significant effect and autonomous motivation has significant positive predictive effect on learning engagement. It indicated that we can promote the academic performance of Online learning engagement by improving learners＇ motivation, metacognitive regulation strategies and epistemological beliefs.

关 键 词：网络学习投入 认识信念 自我决定动机 元认知调节策略 应对策略 

分 类 号：G434[文化科学—教育学]