大学生个体特征对混合式学业成绩的影响:一个链式中介模型  

The Relationship between Undergraduates'Individual Characteristics and Academic Performance in Blended Learning:A Chain Mediation Model

作　　者：谢利东 李磊 XIE Lidong;LI Lei(School of Education,Chuxiong Normal University,Chuxiong,Yunnan Province 675000)

机构地区：[1]楚雄师范学院教育学院,云南楚雄675000

出　　处：《楚雄师范学院学报》2023年第2期117-124,共8页Journal of Chuxiong Normal University

基　　金：云南省教育厅科学研究基金项目“服务质量差距视域下提升混合式学习满意度的对策研究”(2022J0848);云南省高等学校计算机基础教学指导委员会和云南省高等学校计算机教学研究会教学研究项目“BOPPPS混合式教学模式的探索与实践”(云高计教202207)。

摘　　要：研究旨在确定大学生在混合式学习中的学习投入、学习适应、学习自我效能感与学业成绩的关系。以某高校选修“现代教育技术”课程的632名大学生为研究对象,通过问卷调查获得学习自我效能感、学习投入、学习适应的测量值并与学业成绩形成配对,对数据进行相关分析和结构方程模型分析。结果发现,(1)学业成绩与学习适应显著正相关,但与学习自我效能感、学习投入的相关性不显著;(2)学习适应显著正向预测学业成绩;(3)学习投入可通过学习适应的完全中介作用间接影响学业成绩,但影响微弱;(4)学习自我效能感可通过学习适应和“学习投入→学习适应”两条中介路径间接影响学业成绩,但总效应微弱。研究认为,学习适应是影响混合式学业成绩的关键因素。The purpose of this study is to explore the relationship between undergraduates'learning engagement,adaptation,and self-efficacy and academic performance in blended learning.We conducted a questionnaire survey among 653 students who studied the course Modern Educational Technology at a university.Then,the measured values of learning engagement,self-efficacy,and adaptation were paired with the course score.These data were analyzed with correlation analysis and structural equation model.The results show that:1)Academic achievement is positively correlated with learning adaptation,but not with learning self-efficacy or learning engagement;2)Learning adaptation significantly positively predicts academic achievement;3)Learning engagement can indirectly influence academic performance through the full mediating effect of learning adaptation,but the effect is weak;and 4)Learning self-efficacy indirectly affects academic performance through learning adaptation and“learning engagement→learning adaptation”,but the total effect is weak.It is believed that learning adaptation is a key factor affecting academic achievement in blended learning.

关 键 词：混合式学习 学习自我效能感 学习投入 学习适应 学业成绩 

分 类 号：G642.4[文化科学—高等教育学]