摘要
以438名特殊教育师范生为研究对象,考察其主动性人格对在线学习绩效的影响,以及在线学业自我效能感和在线自我调节学习的中介作用。结果表明:主动性人格、在线学业自我效能感、在线自我调节学习、在线学习绩效间均呈显著正相关;在线学业自我效能感和在线自我调节学习在主动性人格与在线学习绩效间起中介作用。该中介作用包含三条路径:在线学业自我效能感的单独中介作用,在线自我调节学习的单独中介作用,以及在线学业自我效能感与在线自我调节学习的链式中介作用。研究结果揭示了主动性人格对特教师范生在线学习绩效的影响及其作用机制,能为提升特教师范生的在线学习质量提供有效启示。
Taking 438 special education normal students as the study object,this paper investigates the influence of students'proactive personality on online learning performance,and the mediation role of online academic self-efficacy and online self-regulated learning.The results showthat proactive personality,online academic self-efficacy,online self-regulated learning and online learning performance are significantly positively related to each other;online academic self-efficacy and online self-regulated learning play an mediation role between proactive personality and online learning performance,and the mediation role includes three paths:the independent mediation role of online academic self-efficacy,the independent mediation role of online self-regulated learning,and the serial mediation role of online academic self-efficacy and online self-regulated learning.The research results reveal the impact of proactive personality on special education normal students'online learning performance and its mechanism,providing implications for promoting special education normalstudents’online learning performance.
作者
汪斯斯
WANG Sisi(Special Education Research Center,Nanjing Normal University of Special Education,Nanjing,210038)
出处
《现代特殊教育》
2021年第18期27-33,共7页
Modern Special Education
基金
2018年南京特殊教育师范学院教改课题“翻转课堂教学模式在卓越特殊教育教师班级中的实践研究”的阶段研究成果。
关键词
特殊教育师范生
主动性人格
在线学习
在线学业自我效能感
在线自我调节学习
special education normal students
proactive personality
online learning
online acedemic self-efficacy
online self-regulated learning
