在紧急在线学习中提供教师支持,学术自我效能,学生参与和学术成就
1Department of Public Administration, Southeast University, Nanjing 211189, China.
Behavioral sciences (Basel, Switzerland)
|September 27, 2023
概括
教师支持在紧急在线学习期间显著提高大学生学术成绩. 这种效果是由学术自我效能和学生参与度介导的,突出了他们的关键角色.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 在线学习在线学习
背景情况:
- 由于COVID-19的流行,大学生需要快速转向紧急在线学习环境.
- 对于教育机构来说,了解影响学术成功的因素在这种新环境中至关重要.
- 教师支持是保持在线教育期间学生成绩的潜在关键因素.
研究的目的:
- 调查教师支持对大学生学术成绩的直接和间接影响.
- 检查学术自我效能和学生参与在教师支持和学术成绩之间的关系中介作用.
- 探索学术自我效能和学生参与的顺序调解.
主要方法:
- 使用结构方程建模 (SEM) 来分析来自651名大学生的数据.
- 这项研究重点关注在COVID-19大流行期间经历了紧急在线学习的学生.
- 收集数据以评估教师支持,学术自我效能,学生参与度和学术成绩.
主要成果:
- 教师支持对学生的学业成绩产生了重大总体影响.
- 研究发现,学术自我效能和学生参与度调解了教师支持和学业成绩之间的关系.
- 观察到一个连续的调解效应,教师的支持影响了学术自我效能,这反过来又影响了学生的参与,最终影响了学业成绩.
结论:
- 教师支持是提高在线学习环境中的学术成绩的重要组成部分.
- 学术自我效能和学生参与是传递教师支持积极影响的关键调解者.
- 建议采取旨在加强教师支持,学术自我效能和学生参与的干预措施,以改善在线教育成果.
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