教师在线教学准备与学生学习效果的关系探究——学习者控制与学业情绪的中介作用

doi:10.16382/j.cnki.1000-5560.2021.07.003

摘要/Abstract

摘要：

为探究教师在线教学准备对研究生线上学习效果的影响及作用机制，本研究基于控制—价值理论构建结构方程模型，对调查数据展开分析。研究发现，教师在线教学准备能够直接显著预测研究生线上学习效果，也能分别通过研究生的学习者控制、学业倦怠情绪的独立中介作用和学习者控制与学业倦怠情绪的链式中介作用间接预测学习效果，且总间接效应略大于直接效应。在三个特定间接效应中，学习者控制的独立间接效应最大。为提高研究生线上学习效果，应加强教师线上教学培训，提高教师在线教学准备度，改善线上课程教学质量；评估研究生线上学习的自我控制度，并提供充分指导；关注研究生线上学习的学业情绪，对消极学业情绪进行及时干预。

关键词: 线上学习效果, 教师在线教学准备, 学习者控制, 学业情绪, 研究生

Abstract:

In order to explore the influence and mechanism of teachers’ e-readiness on the graduate students’ online learning effect, the research basing on the control-value theory employed a structural equation model to analyze the survey data. The results showed that teachers’ e-readiness not only had positive effect on graduate students’ online learning effect, but also through the independent mediating effect of learner control, academic emotions and the chain mediating effect of “learner control and academic emotions” indirectly predicted graduate students’ online learning effect respectively. At the same time, the total indirect effect was slightly larger than direct effect. Among the three specific indirect effects, the independent indirect effect of learner control was the largest. The results of this research suggest that, online teaching training should be provided for teachers, teachers’ e-readiness and the quality of online courses should be improved; it is critical to assess graduate students’ learner control on online learning, as well as provide adequate guidance for them. At last, attention should be paid to the graduate students’ academic emotions online learning, negative academic emotions should be intervened in time.

Key words: online learning effect, teachers' e-readiness, learner control, academic emotions, graduate students

蔡红红. 教师在线教学准备与学生学习效果的关系探究——学习者控制与学业情绪的中介作用[J]. 华东师范大学学报(教育科学版), 2021, 39(7): 27-37.

Honghong Cai. Research on the Correlation of Teachers’ e-Readiness and Students’ Learning Effect: the Mediation Effect of Learner Control and Academic Emotions[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(7): 27-37.

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变量名	选项	N	百分比（%）	变量名	选项	N	百分比（%）
性别	女	9552	61.86	学科	社会	5249	33.99
性别	男	5889	38.14		工程	5181	33.55
生源地	直辖市/省会城市	3048	19.74		自然	2337	15.14
	其他地级市	3568	23.11		人文	2674	17.32
	县级市/县城	3603	23.33	学校	“一流大学”建设高校	5665	36.69
	乡镇和农村	5222	33.82		“一流学科”建设高校	4136	26.79
年级	硕士生	14286	92.52		非“双一流”建设高校	5640	36.53
年级	博士生	1155	7.48

变量	平均值（M）	标准差（SD）	相关性
变量	平均值（M）	标准差（SD）	1	2	3	4
1. 教师在线教学准备	4.03	0.598	—
2. 学习者控制	3.52	0.709	0.549***	—
3. 学业情绪	2.78	0.911	?0.331***	?0.376***	—
4. 学习效果	3.41	0.736	0.436***	0.476***	?0.355***	—

变量	因子载荷范围	收敛效度		区别效度
变量	因子载荷范围	CR	AVE	1	2	3	4
1. 教师在线教学准备	0.781-0.885	0.864	0.680	0.680
2. 学习者控制	0.770-0.887	0.891	0.673	0.301	0.673
3. 学业情绪	0.733-0.898	0.891	0.672	0.110	0.141	0.672
4. 学习效果	0.829-0.918	0.943	0.769	0.190	0.227	0.126	0.769
建议值	>0.6	>0.6	>0.5	对角线数值应大于对应的行和列的相关系数平方

效应类别	效应值	Boot标准误	Z	Bias-Corrected95% CI		相对效应百分比
效应类别	效应值	Boot标准误	Z	下限	上限	相对效应百分比
直接效应	0.313***	0.017	18.412	0.280	0.347	46.58%
总间接效应	0.359***	0.013	27.615	0.335	0.386	53.42%
总效应	0.672***	0.014	48.000	0.645	0.699	100.00%
特定间接效应
TR→LC→LE	0.265***	0.012	22.250	0.242	0.292	39.43%
TR→AE→LE	0.041***	0.004	10.500	0.035	0.049	6.10%
TR→LC→AE→LE	0.053***	0.004	13.250	0.046	0.060	7.89%

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