大学生个体特征对混合式学业成绩的影响:一个链式中介模型

The Relationship between Undergraduates'Individual Characteristics and Academic Performance in Blended Learning:A Chain Mediation Model

研究旨在确定大学生在混合式学习中的学习投入、学习适应、学习自我效能感与学业成绩的关系。以某高校选修“现代教育技术”课程的632名大学生为研究对象,通过问卷调查获得学习自我效能感、学习投入、学习适应的测量值并与学业成绩形成配对,对数据进行相关分析和结构方程模型分析。结果发现,(1)学业成绩与学习适应显著正相关,但与学习自我效能感、学习投入的相关性不显著;(2)学习适应显著正向预测学业成绩;(3)学习投入可通过学习适应的完全中介作用间接影响学业成绩,但影响微弱;(4)学习自我效能感可通过学习适应和“学习投入→学习适应”两条中介路径间接影响学业成绩,但总效应微弱。研究认为,学习适应是影响混合式学业成绩的关键因素。

The purpose of this study is to explore the relationship between undergraduates'learning engagement,adaptation,and self-efficacy and academic performance in blended learning.We conducted a questionnaire survey among 653 students who studied the course Modern Educational Technology at a university.Then,the measured values of learning engagement,self-efficacy,and adaptation were paired with the course score.These data were analyzed with correlation analysis and structural equation model.The results show that:1)Academic achievement is positively correlated with learning adaptation,but not with learning self-efficacy or learning engagement;2)Learning adaptation significantly positively predicts academic achievement;3)Learning engagement can indirectly influence academic performance through the full mediating effect of learning adaptation,but the effect is weak;and 4)Learning self-efficacy indirectly affects academic performance through learning adaptation and“learning engagement→learning adaptation”,but the total effect is weak.It is believed that learning adaptation is a key factor affecting academic achievement in blended learning.