在线健康教育学习投入对中学生健康素养的影响:一个有调节的中介模型  

Effect of health education learning engagement on middle school students’health literacy:A moderated mediation model

作　　者：张军[1] 李冉 解超 ZHANG Jun;LI Ran;XIE Chao(School of Physical Education, Liaoning Normal University, Dalian 116029, China;Hubei University of Arts and Science Sports Academy, Xiangyang 441053, China)

机构地区：[1]辽宁师范大学体育学院,辽宁大连116029 [2]湖北文理学院体育学院,湖北襄阳441053

出　　处：《辽宁师范大学学报（自然科学版）》2022年第2期270-278,共9页Journal of Liaoning Normal University:Natural Science Edition

基　　金：辽宁省教育厅人文社科研究项目(WJ2020012);辽宁省社会科学规划基金资助重点项目(L20ATY001);辽宁师范大学普通高等学校本科教学改革研究项目(LS202040);湖北高校省级教学研究项目(2021419)。

摘　　要：在技术接受理论和期望-价值动机理论基础上,构建了中学生在线健康教育学习投入与健康素养的关系模型,分析学习坚持性的中介作用以及感知易用性和感知有用性的调节作用,为我国中学生人群的健康教育工作提供理论参考.对参与在线健康教育课程的434名中学生进行了问卷调查,采用Bootstrap法对问卷数据进行中介效应和调节效应检验.结果显示:①在线健康教育学习投入对健康素养影响的总效应点估值为0.486,Z=12.612(P<0.01),95%CI(0.410,0.562)不包括0.直接效应检验结果显示,学习投入对健康素养影响的点估值为0.373,Z=8.920(P<0.01),95%CI(0.291,0.455)不包括0,学习投入对健康素养具有直接的正向影响.②中介效应检验结果显示,学习坚持性的中介效应点估值为0.113,Z=4.710(P<0.01),95%CI(0.069,0.160)不包括0.学习坚持性是学习投入和健康素养间的中介变量,起部分中介的作用,中介效应占总效应的23.11%.③调节变量感知易用性对学习坚持性不具有影响,β=-0.105,t=-1.978,95%CI(-0.209,-0.001),P>0.05;感知易用性和学习投入的交互项β=0.036,t=0.730,95%CI(-0.061,1.134),P>0.05,感知易用性对学习投入和学习坚持性不具有调节作用.④调节变量感知有用性对学习坚持性具有显著的正向影响,β=1.143,t=6.590,95%CI(0.802,1.484),P<0.01;感知有用性和学习投入的交互项β=0.116,t=3.307,95%CI(0.047,0.184),P<0.01,感知有用性对学习投入和学习坚持性具有显著的正向调节作用.认为中学生在线健康教育的学习投入水平对其健康素养具有积极的影响,学习坚持性在学习投入和健康素养间起中介作用,学生对在线健康教育的感知有用性能够正向调节他们的学习投入和学习坚持性之间的关系.The relationship model between middle school online students’health education learning engagement and health literacy is established on the basis of TAM.This study analyzes the mediating role of learning persistence and the moderating role of perceived ease of use and perceived usefulness,providing theoretical reference for the health education of middle school students in China.In this study,434 middle school students who took part in the health education course were investigated by questionnaire.Bootstrap method was used to test the mediating effect and moderating effect of the data.Results show that:①TThe total effect point of online health education learning engagement on health literacy was estimated to be 0.486,Z=12.612(P<0.01),95%CI(0.410,0.562).The direct effect test results showed that the point value of learning engagement on health literacy was 0.373,Z=0.920(P<0.01),95%CI(0.291,0.455),and learning engagement had a direct positive impact on health literacy.②The result of mediating effect test showed that the mediating effect point of learning persistence was 0.113,Z=0.710(P<0.01),95%CI(0.069,0.160),learning persistence was the mediating variable between learning engagement and health literacy,playing a part of mediating role,and the mediating effect accounted for 23.11%of the total effect.③There was no effect of perceived ease of use on learning persistence,β=-0.105,t=-1.978,95%CI(-0.209,-0.001),P>0.05,the interaction between perceived ease of use and learning investment wasβ=0.036,t=0.730,95%CI(-0.061,1.134),P>0.05,perceived ease of use had no moderating effect on learning engagement and learning persistence.④There was a significant positive effect on learning persistence by perceived usefulness,β=1.143,t=6.590,95%CI(0.802,1.484),P<0.01,the interaction between perceived usefulness and learning engagement wasβ=0.116,t=3.307,95%CI(0.047,0.184),P<0.01,perceived usefulness had a significant positive moderating effect on learning engagement and learning persistence.The level of learning engage

关 键 词：健康素养 学习投入 学习坚持性 感知易用性 感知有用性 

分 类 号：B842.3[哲学宗教—基础心理学] G807.2[哲学宗教—心理学]