2022 International Symposium on Educational Technology (ISET)最新文献

筛选

英文中文

Exploring Primary School Students' Academic Emotions and Learning Achievement in an Immersive Virtual Reality Science Classroom 沉浸式虚拟现实科学课堂中小学生学业情绪与学习成绩的研究

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00042

Ruixue Liu, Jian Kang, Lei Wang, Minsheng Fan

引用次数: 1

Reciprocal Effects of Teacher Autonomy Support and Student Academic Engagement in Blended Synchronous Learning Environment: A Two-Wave Longitudinal Study 混合式同步学习环境中教师自主支持与学生学业投入的交互效应:一项双波纵向研究

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00056

Wei Li, A. Chen, Zunxian Liu, Sanwei Guo, Weidong Fu

{"title":"Reciprocal Effects of Teacher Autonomy Support and Student Academic Engagement in Blended Synchronous Learning Environment: A Two-Wave Longitudinal Study","authors":"Wei Li, A. Chen, Zunxian Liu, Sanwei Guo, Weidong Fu","doi":"10.1109/ISET55194.2022.00056","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00056","url":null,"abstract":"Previous research has clearly shown that teacher autonomy support is positively related to student academic engagement. However, most studies use cross-sectional studies, limiting insight into the direction of effects, and most of the subjects in the study came from the face-to-face teaching environment. The correlation between teachers' autonomy support and students' academic engagement in the blended synchronous teaching environment is unclear. The present study examined lagged reciprocal relationships between teacher autonomy support and academic engagement. We assumed that teacher autonomy support is prospectively and positively related to academic engagement and that, conversely, academic engagement is prospectively and positively associated with teacher autonomy support. We tested our hypotheses with a longitudinal study of 500 individuals assessed 2 times over 4 months. The results did not support the possibility of a reciprocal relationship. Teacher autonomy support did not predict subsequent academic engagement, and academic engagement predicted subsequent teacher autonomy support. We believe that this finding is precisely in line with blended or pure online teaching and learning characteristics. The results are not only theoretical but also of practical importance.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121695159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页