网络学习中师生交互与大学生学习投入的关系：自主动机与学业情绪的序列中介作用

doi:10.16187/j.cnki.issn1001-4918.2022.04.09

摘要/Abstract

摘要： 为了探索大学生在网络学习中师生交互与学习投入的关系,以及自主动机和学业情绪在其中的中介作用,本研究采取问卷调查法,使用师生交互问卷、自主动机问卷、大学生学业情绪量表、学习投入量表,对563名大学生开展调研。结果发现:网络学习中的师生交互既可以直接显著正向预测学习投入,也可通过积极情绪间接影响学习投入,还可依次通过自主动机和积极情绪的链式中介作用正向预测学习投入,而消极情绪在其中的中介作用不显著。研究结果表明,高质量的师生交互能激发大学生网络学习的自主动机,让大学生体验到更多积极情绪,从而提高其学习投入水平。

关键词: 网络学习, 师生交互, 学习投入, 自主动机, 学业情绪

Abstract: This study aimed to explore the relationship between teacher-student interaction and learning engagement, as well as the role of autonomous motivation and academic emotions in online learning by using Teacher-student Interaction Questionnaire, Learning Self-regulation Questionnaire, Academic Emotions Questionnaire and Utrecht Work Engagement Scale-Student among 563 college students. Results were as follows:The online teacher-student interaction could not only directly predict learning engagement positively, but also could affect learning engagement positively through the mediation of positive emotions and the chain mediation of autonomous motivation and positive emotions. However, the mediating effect of negative emotions was not significant. These results show that teacher-student interaction in online learning could stimulate autonomous motivation of college students, promote their positive emotions and improve their learning engagement.

Key words: online learning, teacher-student interaction, leaning engagement, autonomous motivation, academic emotions

中图分类号:

G442

郎悦茹, 龚少英, 曹阳, 吴亚男. 网络学习中师生交互与大学生学习投入的关系：自主动机与学业情绪的序列中介作用[J]. 心理发展与教育, 2022, 38(4): 530-537.

LANG Yueru, GONG Shaoying, CAO Yang, WU Ya'nan. The Relationship Between Teacher-student Interaction and College Students’ Learning Engagement in Online Learning: Mediation of Autonomous Motivation and Academic Emotions[J]. Psychological Development and Education, 2022, 38(4): 530-537.

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