加强在线学习参与:教师支持,满足心理需求和互动
Jinze He1, Qiang Wang1, Hanjin Lee2
1Department of Digital Management, Graduate School, Korea University, Seoul, South Korea.
BMC psychology
|July 2, 2025
概括
教师支持通过培养内在动机和满足自主,能力和相关性需求来提高大学生在线学习参与度. 自主性显著推动了数字教育环境的参与.
科学领域:
- 教育心理学教育心理学
- 在线学习教学教学在线学习教学
- 高等教育研究 高等教育研究
背景情况:
- 在流行病后,在线学习在大学生中越来越普遍.
- 灵活性和可访问性是在线教育采用的关键驱动力.
- 自决理论 (SDT) 为理解学习环境中的动机提供了一个框架.
研究的目的:
- 调查教师认知支持对在线学习中学生心理需求 (自主,能力,相关性) 的影响.
- 检查这些满足的需求如何影响学生在线学习环境中的互动和参与.
- 探索内在动机在教师支持和参与之间的关系中的调解作用.
主要方法:
- 使用408名大学生数据进行的定量研究.
- 部分最小平方结构方程建模 (PLS-SEM) 用于数据分析.
- 使用经过验证的尺度来衡量教师支持,心理需求满足,内在动机,互动和参与.
主要成果:
- 感知到的教师支持积极影响学生对自主,能力和相关性的满意度.
- 教师的支持显著增强了内在的动机,从而增加了互动和参与.
- 自主性成为在线学习参与度的最强有力的预测因素.
结论:
- 这些发现支持将自决理论 (SDT) 纳入在线学习框架.
- 教师的支持对于培养学生在线环境中的动机和参与至关重要.
- 为教育工作者和政策制定者提供了增强在线学习体验的实际意义.
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