网络学习空间中教师激励风格对学习投入的影响研究——SDT中内部动机的中介效应

Influence on Student Engagement Based on Teacher's Motivating Style in Learning Cyberspace——SDT Intrinsic Motivation Mediation Effect

"互联网+教育"时代,利用网络学习空间能够实现线上与线下有机融合,改变学习者获取知识的方式和途径,促进教育观念的转变与体制创新。学习投入是衡量网络学习质量有效指标之一,教师作为提升学习投入的关键因素,其激励风格对学习动机有重要作用,使学习者深度投入成为可能。基于自我决定理论,利用AMOS从教师激励风格、内部动机与外部动机层面,构建网络学习空间中影响学习投入的结构方程模型。数据分析结果表明支持自主型教师激励风格对学习投入有正向影响,且对内部动机中的感知自主性、感知能力与感知关系性有显著的促进作用;控制型教师激励风格对学习投入无显著影响,但对外部动机中的外部调节与内摄调节有积极影响;内部动机中感知自主性、感知能力、感知关系性在支持自主型教师激励风格与学习投入之间起部分中介效应。最后,从学习动机质量、教师激励策略等方面优化网络学习空间建设,一方面强化支持自主型教师激励风格对学习投入的促进作用,另一方面以期唤起控制型教师激励风格对学习投入的正向影响。

In ＂Internet＋ Education＂ era, learning cyberspace may realize to integrate with online learning and offline, which changing the way that learners acquire the knowledge and promoting educational conception transformation and institutional innovation. As a key factor to affect student engagement which is one of the effective indicators to measure online learning quality, teacher＇s motivating style plays an important role in learning motivation and may lead to student deep engagement. Based on self-determination theory, this paper constructs a structural equation model which influence student engagement in learning cyberspace from teacher＇s motivating style, intrinsic and extrinsic motivation through AMOS. The results show that autonomy-supportive teacher＇s motivating style has a positive effect on student engagement. Also, it has a positive effect on perceive autonomy, competence and relatedness of intrinsic motivation. By contrast, controlling teacher＇s motivating style has no effect on student engagement, but it has a significant positive effect on external regulation and introjected regulation of extrinsic motivation. Moreover, perceive autonomy, competence and relatedness of intrinsic motivation are mediating variables of autonomy-supportive teacher＇s motivating style and student engagement. Finally, learning cyberspace optimization strategies have been provided from motivation quality, teacher＇s motivating strategies for enhancing student engagement based on autonomy-supportive teacher＇s motivating style and arousing positive impact on student engagement through controlling teacher＇s motivating style.