信息素养与在线学习参与之间的关系:一个调节的调解模型
1Mental Health Education and Counseling Center, Nanchang Hangkong University, 696, Fenghe South Avenue, Nanchang, 330063, China. 1548153619@qq.com.
BMC psychology
|December 28, 2024
概括
信息素养对大学生在线学习的参与有积极的影响. 心理性和自我效能是影响这种关系的关键因素,突出了教育改进的领域.
科学领域:
- 教育技术的教育技术
- 信息科学 信息科学 信息科学
- 心理学 心理学 心理学
背景情况:
- 在线学习参与对于学术成功至关重要.
- 在数字学习环境中,信息素养技能越来越重要.
- 了解影响在线学习的因素对于有效的教学至关重要.
研究的目的:
- 研究大学生信息素养与在线学习参与之间的关系.
- 探索信息素养自我有效性的调解作用.
- 检查心理弹性对这种关系的缓解效应.
主要方法:
- 来自四所学院的1421名学生的集群抽样.
- 使用的信息素养,在线学习参与度,信息素养自我效率和心理弹性尺度.
- 使用SPSS 26.0和PROCESS插件进行基于学习参与和自决理论的调解和调节分析.
主要成果:
- 在信息素养和在线学习参与之间发现了显著的积极关联.
- 信息素养的自我有效性部分介绍了信息素养和在线学习参与之间的联系.
- 心理性缓解了直接和间接的影响,加强了积极的影响.
结论:
- 提高学生的信息素养可以促进在线学习参与度.
- 建议采取旨在提高信息素养自我有效性和心理性的干预措施,例如增加在线课程的可用性和教师支持.
- 这些策略可以促进在线学习环境中的更大参与和成功.
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