摘要
为考察高中生网络社会支持与网络学习投入的关系,以及网络学习自我效能感和压力知觉在其中的作用,本研究使用青少年网络社会支持量表、网络学习自我效能感量表、压力知觉量表和学习投入量表对508名高中生进行问卷调查。结果发现:(1)网络社会支持与网络学习投入显著正相关。(2)网络学习自我效能在网络社会支持和网络学习投入中起中介作用。(3)压力知觉可以调节网络社会支持影响网络学习投入的直接路径和中介过程的前后路径。研究揭示了高中生网络社会支持影响网络学习投入的内在机制,这对于高中生的在线教育干预具有启示意义。
This study aimed to explore the relation between online social support and online learning engagement in high school students,and to examine the role of online learning self-efficacy and perceived stress.A total of 508 Chinese high school students completed the Online Social Support Scale,Online Learning Self-Efficacy Scale,Perceived Stress Scale and Learning Engagement Scale.The results showed that:(1)online social support was significantly positively correlated with online learning engagement;(2)online learning self-efficacy played a mediating role between online social support and online learning engagement;(3)perceived stress could moderate the direct path as well as the mediation process between online social support and online learning engagement.This research is insightful to understand the underlying mechanism of online social support affecting online learning engagement,which has vital significance for high school students’online education intervention.
作者
高斌
谭莉华
张丹丹
黎明新
蔡艳香
GAO Bin;TAN Lihua;ZHANG Dandan;LI Mingxin;CAI Yanxiang(School of Education,Shanghai Normal University,Shanghai 200234;Enshi No.1 Senior Middle School,Enshi 445000;Department of Psychology,Hubei University of Medicine,Shiyan 442000;Xingyang City Experimental High School,Xingyang 450100;Putian No.5 Middle School,Putian 351100)
出处
《心理与行为研究》
北大核心
2023年第3期403-409,共7页
Studies of Psychology and Behavior
基金
湖北省教育厅人文社科项目(20Q110)。
关键词
高中生
网络社会支持
网络学习自我效能感
压力知觉
网络学习投入
high school students
online social support
online learning self-efficacy
perceived stress
online learning engagement.
