大学生社会存在感与网络学习投入:心流体验的中介作用

College Students’ Social Presence and Online Learning Engagement: The Mediating Role of Flow Experience

为了考察大学生社会存在感、心流体验与网络学习投入之间的关系,本研究使用社会存在感量表、心流体验量表和大学生网络学习投入量表对844名大学生进行问卷调查。研究结果如下:1) 大学生的网络学习投入在性别、年级以及生源地上有显著差异;2) 社会存在感对网络学习投入具有正向预测作用;3) 心流体验在社会存在感与网络学习投入之间起部分中介作用。本研究对于促进大学生网络学习投入具有启发意义,在网络学习的过程中,应当适当关注大学生的社会存在感与心流体验,从而使大学生网络学习效果得到提高。

In order to examine the relationship between college students’ social presence, flow experience and online learning engagement, this study conducted a questionnaire survey with 844 college students using the Social Presence Scale, the Flow Experience Scale and the College Students’ Online Learning Engagement Scale. The results of the study are as follows: (1) There are significant differences in college students’ online learning engagement in terms of gender, grade level, and place of origin;(2) social presence has a positive predictive effect on online learning engagement;and (3) the flow ex-perience partially mediates the relationship between social presence and online learning engage-ment. This study is instructive for promoting college students’ online learning engagement, and in the process of online learning, appropriate attention should be paid to college students’ social presence and flow experience, so as to improve the effect of college students’ online learning.