中学生在线辅导过程中的学业情绪成因及其影响研究  

A Study on the Causes and Effects of Academic Emotions Among Middle School Students During Online Tutoring

作　　者：陈玲[1,2] 左昭 金娅婷 Chen Ling;Zuo Zhao;Jin Yating(School of Educational Technology,Beijing Normal University,Beijing 100875;Advanced Innovation Central Future Education,Beijing Normal University,Beijing 102206)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京师范大学未来教育高精尖创新中心,北京102206

出　　处：《中国电化教育》2024年第11期69-77,共9页China Educational Technology

基　　金：2022年度国家重点研发计划重点专项“农村地区教师教学能力智能测评与教学精准辅助技术研究”(项目编号:2022YFC3303600)研究成果。

摘　　要：情绪在教育领域中扮演着至关重要的角色,学业情绪不仅影响认知和学业成就,还形成信念和态度、影响个人行为意向。研究从情绪视角出发,基于S-O-R模型,以学业自我效能感和自主动机作为个体内部刺激,教师支持和感知易用性作为外部环境刺激深入挖掘一对一在线辅导背景下学生学业情绪的成因,以及这些情绪对学生持续参与辅导意愿影响的结构关系。该文基于672份学生问卷数据的结构方程模型分析,发现对高兴和放松情绪有显著正向影响的因素有学生自主动机、教师情感支持和技术感知易用性;教师认知支持仅对放松情绪有显著影响;对焦虑情绪有显著负向影响的因素有学业自我效能感和教师情感支持;对厌倦情绪有显著负向影响的因素有自主动机、技术感知易用性和教师情感支持。而关于情绪的影响,高兴、放松和厌倦情绪显著影响学生一对一在线辅导持续参与意向,而焦虑情绪对持续参与意向没有显著影响。为促进学生持续参与在线辅导,可从助力学生树立目标与自信、促进教师情感关怀与认知策略支持、完善平台的感知与反馈机制角度来优化学业情绪体验。Emotions play a pivotal role in the field of education,where academic emotions not only influence cognition and academic achievement but also shape beliefs,attitudes,and influence individual behavioral intentions.This study,from the perspective of emotions and based on the Stimulus-Organism-Response(S-O-R)model,delves into the causes of students’academic emotions in the context of one-on-one online tutoring by considering academic self-efficacy and intrinsic motivation as internal stimuli,and teacher support and perceived ease of use as external environmental stimuli.It also examines the structural relationship between these emotions and students’intention to continue participating in tutoring.Based on the analysis of structural equation models from 672 student questionnaires,it was found that factors significantly positively affecting emotions of happiness and relaxation include students’intrinsic motivation,teachers’emotional support,and the perceived ease of use of technology;teacher’s cognitive support only significantly impacts relaxation.Factors significantly negatively impacting anxiety include academic self-efficacy and teachers’emotional support,while intrinsic motivation,perceived ease of use of technology,and teachers’emotional support significantly negatively affect boredom.Regarding the impact of emotions,happiness,relaxation,and boredom significantly affect students’intentions to continue participating in one-on-one online tutoring,whereas anxiety does not have a significant impact on continued participation intentions.To promote students’continuous engagement in online tutoring,efforts can be made to empower students in setting goals and building confidence,enhancing teachers’emotional care and cognitive strategy support,and optimizing the academic emotional experience by improving the platform’s perception and feedback mechanisms.

关 键 词：在线辅导 学业情绪 持续参与意向 结构方程模型 

分 类 号：G434[文化科学—教育学]