网络视频课程中师生交互与大学生网络学习绩效的关系:学习自我效能感与学习动机的序列中介作用

doi:10.16187/j.cnki.issn1001-4918.2019.02.07

摘要/Abstract

摘要： 本研究基于建构主义学习理论，采用问卷调查法以湖北省武汉市两所大学四个年级544名参与网络课堂的大学生为被试，探讨网络师生交互与网络学习绩效之间的关系，以及网络学习自我效能感和网络学习动机在其中的序列中介作用。结果发现：（1）网络师生交互、网络学习自我效能感、网络学习动机与网络学习绩效两两之间均显著正相关；（2）网络师生交互对网络学习绩效的直接效应和间接效应均显著。间接效应包含了两条路径：通过网络学习自我效能感的部分中介作用和通过网络学习自我效能感-网络学习动机的序列中介作用。这一结论有助于理解网络师生交互对网络学习绩效的作用机制，为未来网络教育的开展提供建议。

关键词: 大学生, 网络师生交互, 网络自我效能感, 网络学习动机, 网络学习绩效

Abstract: In this study, we recruited 544 college students who participated in online course to explore the relationship between internet teacher-student interaction and online learning performance, and the mediating effect of the internet learning self-efficacy and internet learning motivation. The results show that:(1) The relationship between each pair of internet teacher-student interaction, internet learning self-efficacy, internet learning motivation and online learning performance were all significantly positive; (2) The internet teacher-student interaction not only had a direct effect on online learning performance, but also had an indirectly effect on online learning performance through two ways:through internet learning self-efficacy and through the chain mediating effect of the internet learning self-efficacy and the internet learning motivation. This study helps to understand the mechanism of internet teacher-student interaction on the online learning performance, and provide advice on the development of online education.

Key words: university student, internet teacher-student interaction, internet learning self-efficacy, internet learning motivation, internet learning performance

段朝辉, 洪建中. 网络视频课程中师生交互与大学生网络学习绩效的关系:学习自我效能感与学习动机的序列中介作用[J]. 心理发展与教育, 2019, 35(2): 184-191.

DUAN Zhaohui, HONG Jianzhong. The Relationship between Internet Teacher-student Interaction and Online learning Performance: The Mediating Effect of Internet Learning Self-efficacy and Internet Learning Motivation[J]. Psychological Development and Education, 2019, 35(2): 184-191.

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