混合式教学模式下护生认知负荷对学习准备度与学习投入的中介效应分析  

Analysis of the mediating effect of cognitive load on learning readiness and learning engagement among nursing students in mixed teaching mode

作　　者：金乃星[1] 邢曌华 李明今[1] JIN Naixing;XING Zhaohua;LI Mingjin(Yanbian University College of Nursing,Yanji 133002,China)

机构地区：[1]延边大学护理学院,吉林延吉133220

出　　处：《延边大学医学学报》2024年第3期346-349,共4页Journal of Medical Science Yanbian University

摘　　要：目的:分析学习准备度、认知负荷与学习投入的相关性,进一步明确认知负荷对学习准备度与学习投入的中介效应。方法:采用便利抽样方法于2023年3月—6月选取吉林省某高校本科护生332名作为研究对象进行分析,采用一般资料调查问卷、学习准备度量表、认知负荷量表、学习投入量表进行调查,构建并检验中介模型。结果:本科护生学习准备度得分为(91.01±20.41)分,认知负荷得分为(33.61±5.45)分,学习投入得分为(63.64±13.91)分。学习投入与学习准备度呈显著正相关(P<0.01,r=0.684),学习投入和认知负荷呈显著负相关(P<0.01,r=-0.670),学习准备度和认知负荷呈显著负相关(P<0.01,r=-0.624)。学习准备度通过中介变量认知负荷对学习投入的间接效应为0.2819,占总效应的36.25%,且中介效应显著(P<0.001),95%CI为0.3917~0.5997。结论:本科护生的学习准备度对学习投入具有正向预测作用;认知负荷对学习投入具有负向预测作用;认知负荷在学习准备度与学习投入之间起部分中介作用。OBJECTIVE To analyze the correlation between learning readiness,cognitive load and learning engagement,and further clarify the mediating effect of cognitive load on learning readiness and learning engagement.To provide a way for improving the learning engagement level of undergraduate nursing students under mixed teaching mode.METHODS.Using convenience sampling method,332 undergraduate nursing students from a university in Jilin Province were selected as the research subjects from March 2023 to June 2023.General information survey questionnaire,learning readiness scale,cognitive load scale and learning engagement scale were used to investigate,construct and test the mediation model.RESULTS The undergraduate nursing students had a learning readiness score of(91.01±20.41),a cognitive load score of(33.61±5.45),and a learning engagement score of(63.64±13.91).There was a significant positive correlation between learning engagement and learning readiness(P<0.01,r=0.684),a significant negative correlation between learning engagement and cognitive load(P<0.01,r=-0.670),and a significant negative correlation between learning readiness and cognitive load(P<0.01,r=-0.624).Learning readiness affected learning engagement through cognitive load.The total effect of learning readiness on learning engagement was 0.7776,and the direct effect was 0.4957,accounting for 63.74%of the total effect.The indirect effect of learning readiness on learning engagement through the mediating variable cognitive load was 0.2819,accounting for 36.25%of the total effect,and the mediating effect was significant(P<0.001),with a 95%CI of 0.3917-0.5997.CONCLUSION The learning readiness of undergraduate nursing students has a positive predictive effect on learning engagement.Cognitive load has a negative predictive effect on learning engagement.Cognitive load plays a partial mediating role between learning readiness and learning engagement.

关 键 词：学习准备度 学习投入 认知负荷 混合式教学模式 

分 类 号：R47[医药卫生—护理学]