网络学习环境下学习者的动机信念对学习投入的影响

发布时间：2018-05-12 23:15

本文选题：动机调节 + 网络学习　；参考：《中国电化教育》2017年02期

【摘要】：随着信息交流技术在教育领域的应用,特别是网络的发展,使学习者随时随地进行学习成为了可能。探讨在网络学习环境下学习者的动机信念对网络学习效果的影响至关重要。该文选取参与"心理学基础""C语言设计""无机化学"和"教师职业技能"网络课堂的387名大学生为被试,以问卷调查的方式考察网络学习环境下学习者感知到的任务价值、内隐智力信念等动机信念和动机调节对学习投入的影响及其作用机制。结果表明:网络学习者感知到的任务价值、内隐智力信念、动机调节均能正向预测个体的学习投入;动机调节在任务价值和学习投入的关系中起部分中介作用;"任务价值→动机调节→学习投入"这一中介效应的前半路径受到学习者内隐智力信念的调节。相较于智力实体论者,动机调节的中介效应在智力增长论者中更强。网络学习环境中不仅要注重提升学习者的动机信念,更应重视对持不同内隐智力信念的学习者的动机调节策略的培养训练,促进其持久有效的学习投入。
[Abstract]:With the application of information exchange technology in the field of education, especially the development of network, it is possible for learners to study anytime and anywhere. It is very important to explore the influence of learners' motivation and belief on the effect of online learning. In this paper, 387 college students who participated in "basic Psychology", "C language Design", "Inorganic Chemistry" and "Teachers' Vocational skills" were selected as subjects to investigate the perceived task value of learners in online learning environment by questionnaire. The influence of implicit intelligence belief and motivation regulation on learning input and its mechanism. The results show that the perceived task value implicit intelligence beliefs and motivation regulation can positively predict individual learning input. Motivation regulation plays an intermediary role in the relationship between task value and learning input, and the first half of the mediating effect is regulated by implicit intelligence beliefs of learners. The mediating effect of motivation regulation is stronger than that of intellectual entity theory. In the network learning environment, we should not only pay attention to promoting learners' motivation beliefs, but also pay attention to the training of motivation adjustment strategies for learners with different implicit intelligence beliefs, so as to promote their lasting and effective learning input.
【作者单位】：华中师范大学国家数字化学习工程技术研究中心;华中师范大学青少年网络心理与行为教育部重点实验室;华中师范大学心理学院;
【基金】：国家社科基金重大攻关项目(项目编号:11&ZD151) 北京师范大学中国基础教育质量监测协同创新中心自主课题(课题编号:2016-04-003-BZK01);华中师范大学优秀博士学位论文培育计划项目(项目编号:2016YBZZ006)的资助
【分类号】：G434

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