大学生在线自主学习持续意愿与影响因素研究--基于学习者视角的实证分析

Research on the Sustained Willingness and Influencing Factors of College Students'Online Self-directed Learning--An Empirical Analysis from the Perspective of Learners

在线自主学习能力是智能时代下大学生的一项必备技能。根据J本科院校的实证调研数据和现有研究基础,运用结构方程模型,分析了大学生在线自主学习持续意愿的影响因素及作用路径。实证分析表明:学习策略、学习动机、效用感知、学习态度均对在线持续学习意愿产生正向的直接影响;学习动机同时会通过学习策略、学习态度的中介效应对在线持续意愿产生间接影响;自我效能感通过学习策略、效用感知、学习态度的中介作用对在线持续学习意愿产生间接影响;持续学习意愿在性别、学科背景方面未发现显著性差异,但在年级变量方面存在差异,表现为大三学生的持续学习意愿水平要显著高于大一、大四两个年级。最后,以学习者为中心,提出从三视角、六方位激励学生转变学习态度、强化学习动机、提升效用感知、改进学习策略,最终提升大学生的在线自主学习持续意愿。

The ability to engage in online self-directed learning is an essential skill for college students in the era of intelligence.Based on empirical survey data from undergraduate institutions and existing research foundations,this study uses structural equation modeling to analyze the factors influencing the sustained willingness of college students to engage in online self-directed learning and their pathways of influence.The empirical analysis shows that learning strategies,learning motivation,perceived usefulness,and learning attitudes all have a positive direct impact on the willingness to continue learning online;learning motivation also indirectly influences the sustained willingness through the mediating effects of learning strategies and learning attitudes;self-efficacy has an indirect effect on the sustained willingness through the mediating roles of learning strategies,perceived usefulness,and learning attitudes.No significant differences were found in the sustained learning willingness across genders or academic backgrounds,but differences were observed across grade levels,with third-year students showing significantly higher levels of sustained learning willingness compared to first and fourth-year students.Finally,centered on the learner,this study proposes a three-perspective,six-direction approach to motivate students to change their learning attitudes,strengthen their learning motivation,enhance their perceived usefulness,improve their learning strategies,and ultimately increase college students'sustained willingness for online self-directed learning.