AMOS结构方程模型下开放教育非学习支持服务心理要素分析

An Analysis of the Psychological Elements of Non-Academic Support Service in Open and Distance Education Based on AMOS Structural Equation Model(SEM)

支持服务是远程开放教育的重要支撑之一,但是以往的研究主要集中在学术支持服务方面,对非学术支持服务,尤其是心理支持服务的关注较少。心理支持服务是远程开放教育非学术支持服务的重要组成部分。探讨情感因素是如何影响学习动机并内化,以及如何对非学术支持服务发挥能动作用具有现实意义。针对159名远程开放学习者的调查显示:77.4%的远程开放教育学习者普遍存在焦虑,对心理支持服务有迫切的需求和期待。而基于AMOS结构方程模型的统计分析发现:焦虑、家庭支持不对学习动机产生直接影响;朋友支持和其他支持在焦虑与学习动机之间起中介作用,焦虑通过朋友支持、其他支持间接影响学习动机;处于中度焦虑的学习者随着领悟社会支持的程度增加,焦虑反而会不降反增。因此,远程开放教育除了提供教学辅导、促进学习者个人发展和解决问题式的支持以外,还应该将心理支持服务纳入到非学术支持体系建设中,帮助学习者解决学习中的心理(情绪)问题。

Support service props up the Open and Distance Education.However,previous studies focus moreon academic support service;while non-academic support service,especially psychological support service gets lessattention.Psychological support service is an important part of non-academic support service in Open and DistanceEducation.Discussing how the emotional elements influence motivation and make it internalized,and how theymotivate non-academic support service make the study significant.The study investigates159learners and resultsshow that:77.4%learners are generally anxious so that they call for psychological support.The statistics based onAMOS structural equation model(SEM)analysis show that:anxiety and family support doesn't affect motivationdirectly;friends'support and others'support is a mediator between anxiety and motivation;anxiety affect motivationindirectly through friends'support and others'support;learners with medium-level anxiety will not relaxed withmore perceived social support.Therefore,besides the routine support for students'learning and personaldevelopment,psychological support service should be emphasized as an essential part of the systematic construct oflearning support service.