在线学习动机、师生交互对大学生在线学习绩效的影响研究

The research on the Effects of Online Learning Motivation and Teacher-Student Interaction on College Students Online Learning Performance

基于建构主义学习理论,选取746份学生样本进行问卷调查,并对数据进行统计分析和结构方程模型构建,探讨在线学习动机、师生交互对大学生在线学习绩效的影响,以及自我效能感的中介作用机制。结果表明:在线学习动机(β=0.173,p<0.001)和自我效能感(β=0.745,p<0.001)正向影响在线学习绩效,且自我效能感的影响更显著;自我效能感在在线学习动机对在线学习绩效的正向影响中起部分中介作用(中介效应值=0.260);师生交互对在线学习绩效的影响并不显著(β=0.033,p>0.1);自我效能感在师生交互对在线学习绩效的影响中起完全中介作用(中介效应值=0.419)。因此,在线学习中教师应激发大学生学习动机,强化师生交互质量,提升大学生自我效能感,进而提高在线学习绩效。

Based on the constructivist learning theory,746 student samples were selected for the questionnaire survey,and the data were statistically analyzed and structural equation modeling was conducted to explore the influence of online learning motivation and teacher-student interaction on college students online learning performance,and the mediating mechanism of self-efficacy.The results showed that online learning motivation(β=0.173,p<0.001)and self-efficacy(β=0.745,p<0.001)positively affect online learning performance,and the effect of self-efficacy is more significant;self-efficacy plays a partly mediating role(mediation effect value=0.260)in the positive influence of online learning motivation on online learning performance;the effect of teacher-student interaction on online learning performance was not significant(β=0.033,p>0.1);self-efficacy played a fully mediating role in the effect of teacher-student interaction on online learning performance(mediation effect value=0.419).Therefore,in online learning,teachers should stimulate college students learning motivation,strengthen the quality of teacher-student interaction,enhance college students self-efficacy,and then improve online learning performance.