在中国本科生中满足需求和在线自我调节学习
Xiaohua Zhou1, Ching-Sing Chai2, Morris Siu-Yung Jong2,3
1Teaching and Learning Centre, Lingnan University, Hong Kong, Hong Kong SAR.
PloS one
|April 28, 2025
概括
满足自主,能力和相关性等基本心理需求,可以提高中国本科生在线自我调节学习 (OSRL) 的参与度. 解决这些需求是有效的在线课程设计的关键.
科学领域:
- 教育心理学教育心理学
- 在线学习在线学习
- 自决理论 自决理论
背景情况:
- 在线课程的兴起需要在本科生之间有效的在线自我调节学习 (OSRL) 策略.
- 在数字教育环境中,本科生对OSRL的参与仍然是一个重大挑战.
- 自决理论为理解影响学习行为的心理需求提供了一个框架.
研究的目的:
- 调查满足基本心理需求 (自主,能力,亲属关系) 和OSRL参与之间的关系.
- 探索特定需求满足与中国本科生不同OSRL策略的相关性.
主要方法:
- 一项涉及381名中国本科生的定量研究.
- 通过在线问卷收集数据,评估OSRL策略,需求满足和人口统计数据.
- 统计分析包括描述性统计,确认因素分析和结构方程建模.
主要成果:
- 总的来说,需求满足与使用OSRL策略有积极的相关性.
- 自主性满意度与资源管理相关;能力满意度与大多数OSRL策略相关 (不包括时间管理和寻求帮助).
- 关联性满意度与自我评估,任务策略和寻求帮助积极相关.
结论:
- 每个基本心理需求在培养本科生OSRL方面都发挥着独特的作用.
- 在线课程设计师和教师应该根据学生的具体心理需求量身定制干预措施.
- 提高需求满意度可以促进有针对性的OSRL战略的采用,并改善整体在线学习成果.
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