技术接受模式,自我调节策略和学术自我效能与大学生在远程教育期间的学术表现和感知学习之间的关系
Ricardo Navarro1, Vanessa Vega1, Hugo Bayona1
1Department of Psychology, Pontificia Universidad Católica del Perú, Lima, Peru.
Frontiers in psychology
|September 15, 2023
概括
提高自我效能和自我调节策略可以提高技术的接受度,从而提高远程教育环境中的大学生学术表现和感知学习.
科学领域:
- 教育技术的教育技术
- 学习心理学学习的心理学.
- 高等教育 高等教育
背景情况:
- 远程教育给学生的参与和学习带来了独特的挑战.
- 了解影响技术接受的因素对于有效的虚拟学习环境至关重要.
- 心理变量,如自我效能和自我调节,在学业成功中发挥着重要作用.
研究的目的:
- 检查技术接受模型 (TAM),自我调节策略和学术自我效能之间的关系.
- 确定这些变量对远程教育期间大学生学业绩和感知学习的影响.
- 探索心理因素如何影响在学术背景下技术采用.
主要方法:
- 一项涉及利马301名大学生的定量研究.
- 使用结构方程建模 (SEM) 来分析拟议的理论关系.
- 收集数据以评估学术自我效能,自我调节策略,TAM维度,感知学习和学术表现.
主要成果:
- 学术自我效能和自我调节策略被发现是技术接受的重要预测因素.
- 技术接受模型的维度与感知到的学习和学术表现正相关.
- 心理变量显著影响学生在虚拟学习环境中取得成功的能力.
结论:
- 提高学生的自我效能和自我调节策略是提高远程教育技术接受度的关键.
- 由心理因素驱动的有效的技术采用,对感知到的学习和学术成果产生积极影响.
- 旨在加强这些心理变量的干预措施可以优化大学生的远程学习体验.
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