混合学习环境中学业情绪对认知投入的影响因素研究——基于40项国内外研究的元分析  

Research on the Influencing Factors of Academic Emotion on Cognitive Engagement in Mixed Learning Environment

作　　者：刘丹[1] 郭莹莹 张熙曼 Liu Dan;Guo Yingying;Zhang Ximan(School of Computer and Information Technology,Liaoning Normal University,Dalian,Liaoning,China 116081)

机构地区：[1]辽宁师范大学计算机与信息技术学院,辽宁大连116081

出　　处：《数字教育》2023年第3期49-56,共8页Digital Education

基　　金：辽宁省普通高等教育本科教学改革研究优质教学资源建设与共享项目(辽教办(2021)254号);辽宁省教育科学“十四五”规划项目“面向深度学习的协同知识建构与评价研究”(JG21DB319);辽宁省教育厅基本科研面上项目“基于多模态数据融合的学习情感识别研究”(LJKMZ20221417)。

摘　　要：“线上+线下”的混合学习是各高校课堂教学的新趋势,其中学习者的学业情绪和认知投入水平至关重要。为深入揭示混合学习环境下的学业情绪对认知投入的影响,本研究基于社会认知理论,对301名大学生进行问卷调查,并采用结构方程模型技术对模型进行实证检验。研究发现:(1)混合学习环境下的积极情绪对学业自我效能感具有正向影响;(2)积极情绪和学业自我效能感均对深层认知投入具有正向影响;(3)学生的学业自我效能感在积极情绪和深层认知投入间具有部分中介作用。据此,本研究从教学建设、教师支持、学习干预3个维度提出了相关建议,以期为混合教学模式创新提供参考,为提高认知投入提供培养路径。“Online+offline”blended learning is a new trend in classroom teaching in various universities,where learners'academic emotions and cognitive engagement levels are crucial.In order to deeply reveal the influence of academic emotions on cognitive engagement in a blended learning environment,this study,based on social cognitive theory,conducts a questionnaire survey on 301 college students from three universities in Liaoning Province and uses structural equation model technology to empirically test the model.The findings are as follows:(1)Positive emotions in mixed learning environment have a positive impact on academic self-efficacy;(2)Both positive emotions and academic self-efficacy have positive effects on deep cognitive engagement;(3)Students'academic self-efficacy has a partial mediating effect between positive emotions and deep cognitive engagement.Based on this,the research puts forward relevant suggestions from the three dimensions of teaching construction,teacher support and learning intervention,with a view to providing reference for the innovation of mixed teaching mode and providing a training path for improving cognitive engagement.

关 键 词：学业情绪 认知投入 学业自我效能感 混合学习环境 中介效应 

分 类 号：G4[文化科学—教育学]