远程教育学生学术实际寻求帮助行为和支持服务利用的先例
Beatrice Asante Somuah1, Paul Dela Ahiatrogah1, Moses Segbenya2
1Department of Education, College of Distance Education, University of Cape Coast, Cape Coast, Ghana.
Frontiers in psychology
|December 3, 2024
概括
社会支持,主观需求和帮助的可用性推动远程学习者寻求学术帮助. 这些因素,以及寻求帮助的行为,预测了学生使用支持服务的情况.
科学领域:
- 教育心理学教育心理学
- 远程教育研究 远程教育研究
- 学生支持服务 学生支持服务
背景情况:
- 远程教育学生在获得学术支持方面面临着独特的挑战.
- 了解影响寻求帮助的因素对于提高学生留学率和成功至关重要.
- 现有的研究往往忽视了远程学习者在支持利用方面的具体需求.
研究的目的:
- 确定远程教育学生学术寻求帮助意图的决定因素.
- 探索促进远程学习者利用支持服务的因素.
- 检查感知到的支持,需求和实际寻求帮助的行为之间的关系.
主要方法:
- 量化,横截面的调查设计.
- 通过多阶段抽样选择了290名远程教育学生的样本.
- 用描述性统计和结构方程建模来分析数据.
主要成果:
- 社会支持,主观需求和帮助的可用性显著预测了学术寻求帮助的行为.
- 寻求帮助的行为与利用支持服务有积极的关联.
- 寻求帮助的行为调解了先例 (社会支持,需求,可用性) 和服务利用之间的关系.
结论:
- 远程教育机构应加强在线和亲自支持服务.
- 创建社会支持平台对于远程学习者来说至关重要.
- 干预措施应侧重于感知到的社会支持,主观需求和服务可用性,以促进寻求帮助和使用服务.
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