国内和国际学生在在线教育中的感知障碍和学习焦虑
1College of International Education and Social Development, Zhejiang Normal University, Jinhua, Zhejiang, China.
Frontiers in psychology
|March 4, 2026
概括
在COVID-19期间,中国的大学生面临在线学习的挑战. 环境因素和教学技能显著增加了在线学习的焦虑,特别是在国际学生.
科学领域:
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
- 在线学习研究研究在线学习研究
背景情况:
- 由于COVID-19的流行,中国大学生需要快速过渡到在线教育.
- 在线学习经验在国内 (混合) 和国际 (完全在线) 学生之间差异很大.
- 现有的理论,如学习焦虑理论和TPACK框架,为理解在线学习提供了基础.
研究的目的:
- 开发和验证用于测量在线学习焦虑和障碍的尺度.
- 检查在线学习的感知障碍及其与国内和国际学生焦虑的关系.
- 为了比较在线学习环境中的国内和国际学生之间的焦虑来源.
主要方法:
- 开发一个在线学习焦虑状态尺度 (克朗巴赫的α = 0.780) 和一个在线教育障碍尺度 (克朗巴赫的α = 0.779).
- 对感知障碍 (教学技能,技术,环境) 和它们与在线学习焦虑的关联进行定量分析.
- 在中国大学的国内 (N=133) 和国际 (N=86) 本科生之间的比较分析.
主要成果:
- 三个关键方面教师的教学技能,互联网/设备条件和环境因素显著促进了在线学习焦虑.
- 这些因素与学生的焦虑水平有显著的关联.
- 与国内学生相比,国际学生认为环境因素是更大的焦虑来源,与互联网/设备障碍不同.
结论:
- 在线学习焦虑是一种多方面的心理反应,受教学质量,技术接入和环境条件的影响.
- 调查结果强调了国内和国际学生之间的在线学习体验和焦虑触发因子的差异.
- 该研究旨在为流行后高等教育开发公平和心理支持的在线和混合学习模型提供信息.
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