信息素养,自主学习技能和学术情绪对高中生在线学习参与的影响:结构方程建模分析
概括
青少年的在线学习参与度通过信息素养,自主学习技能和积极的学术情绪来提高. 积极的情绪显著调解自主学习和参与之间的联系.
科学领域:
- 教育心理学教育心理学
- 在线学习研究研究在线学习研究
- 青少年发展 青少年发展
背景情况:
- 随着COVID-19的流行,青少年在线学习的普及加速了.
- 关于影响青少年在线学习参与的系统机制的研究有限.
- 预测-过程-产品 (3P) 模型为理解学习提供了一个框架.
研究的目的:
- 调查影响高中学生在线学习参与的因素.
- 检查预言因素 (信息素养,自主学习) 和过程因素 (学术情绪) 的直接影响.
- 分析学术情绪在在线学习参与中的调解作用.
主要方法:
- 一项涉及1993年中国高中学生的定量研究.
- 结构方程建模 (SEM) 用于数据分析.
- 预料-工艺-产品 (3P) 模型指导了调查.
主要成果:
- 信息素养,自主学习技能和积极的学术情绪积极预测了在线学习参与度.
- 积极的学术情绪显著调解了自主学习技能和在线学习参与之间的关系 (调解效应=0.606).
- 这些因素对于增强青少年在线学习至关重要.
结论:
- 提高学生的信息素养,自主学习技能,培养积极的学术情绪是关键策略.
- 教师和家长应该关注这些领域,以促进青少年的在线学习参与.
- 这些发现为支持年轻学习者的有效在线教育提供了实际见解.
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