混合学习下学业自我效能感和学习投入:自我调节学习的中介效应

Academic self-efficacy and learning engagement in blended learning:the mediating effect of self-regulated learning

教育数字化背景下,混合学习成为高校教与学的新常态,混合学习下学习投入成为新痛点。按照方便取样原则,从安徽省北部某大学选取447名大学生,采取问卷调查法考查自我调节学习在学业自我效能感与学习投入之间的中介效应。结果发现:(1)学业自我效能感能够显著正向预测学习投入;(2)学业自我效能感能够显著正向预测自我调节学习;(3)自我调节学习能够显著正向预测学习投入;(4)自我调节学习在学业自我效能感和学习投入之间发挥部分中介作用。研究结果有助于揭示混合学习下学业自我效能感与学习投入之间的内部作用机制,提示了自我调节学习干预是解决混合学习下学习投入痛点的关键手段。

Under the background of education digitization,blended learning has become the new normal of teaching and learning in universities,and learning engagement under blended learning has become a new pain point.According to the principle of convenient sampling,447 university students were selected from a university in northern Anhui Province,and a questionnaire survey was used to investigate the mediating effect of self-regulated learning between academic self-efficacy and learning engagement.The results showed that:(1)Academic self-efficacy can significantly positively predict learning engagement;(2)Academic self-efficacy can significantly positively predict self-regulated learning;(3)Self-regulated learning can significantly positively predict learning engagement;(4)Self-regulated learning plays a partial mediating role between academic self-efficacy and learning engagement.The results help to reveal the internal mechanism between academic self-efficacy and learning engagement under blended learning,and suggest that self-regulated learning intervention is the key means to solve the pain point of learning engagement under blended learning.