网络学习环境下学习者的动机信念对学习投入的影响

The Impact of Motivational Belief on Student Engagement during Online Learning

随着信息交流技术在教育领域的应用,特别是网络的发展,使学习者随时随地进行学习成为了可能。探讨在网络学习环境下学习者的动机信念对网络学习效果的影响至关重要。该文选取参与"心理学基础""C语言设计""无机化学"和"教师职业技能"网络课堂的387名大学生为被试,以问卷调查的方式考察网络学习环境下学习者感知到的任务价值、内隐智力信念等动机信念和动机调节对学习投入的影响及其作用机制。结果表明:网络学习者感知到的任务价值、内隐智力信念、动机调节均能正向预测个体的学习投入;动机调节在任务价值和学习投入的关系中起部分中介作用;"任务价值→动机调节→学习投入"这一中介效应的前半路径受到学习者内隐智力信念的调节。相较于智力实体论者,动机调节的中介效应在智力增长论者中更强。网络学习环境中不仅要注重提升学习者的动机信念,更应重视对持不同内隐智力信念的学习者的动机调节策略的培养训练,促进其持久有效的学习投入。

The present study investigates the predictors of student engagement during online learning. The specific predictors were task value, motivational regulation, and implicit theories of intelligence, and the moderated mediating effect of motivational regulation was also tested. The participants were 387 learners who enrolled in an online course in 2015 and a series of surveys were administered. The results revealed that task value, motivational regulation, and implicit theories of intelligence were significant predictors of student engagement. The positive association between task value and student engagement was mediated by the motivational regulation. Moreover, the mediating effect of motivational regulation was moderated by the implicit theories of intelligence. Relation to the individual who has entity theorists, the mediating effect of motivational regulation was stronger for individual with increment theorists. It indicated that we can promote the academic performance of Online learning by improving learners＇ motivational belief and motivational regulation strategies.