智能手机成瘾如何破坏远程教育中自我调节、自我效能和学生参与之间的积极关系

Memnüne Kokoç , Yüksel Göktaş
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引用次数: 0

摘要

鉴于学生在日常生活中与智能手机保持着持续的联系,并依赖智能手机参与远程教育,考虑到智能手机成瘾在远程教育项目中的中介作用,探索与学生参与度相关的因素变得势在必行。尽管对智能手机成瘾进行了广泛的研究,但在远程教育背景下对其知之甚少。本研究旨在探讨在线学习环境下远程教育学生的投入度、智能手机成瘾、自我调节和自我效能感之间的关系。这项横断面研究是在日本进行的。通过在线问卷收集了1514名大学生的数据(n = 842名女性,n = 672名男性;Mage = 33.11,SD = 10.09)通过电子邮件发送的在线问卷,报名参加了土耳其的各种远程教育项目,特别是同步在线课程。采用通径分析模型对假设模型进行检验。在路径分析中,采用极大似然估计方法估计参数。本研究的结果表明,自我调节对学生的投入有积极影响,而智能手机成瘾有消极影响。重要的是,智能手机成瘾充当了一个中介因素,削弱了自我调节和学生投入之间的关系。总体自我效能感与智能手机成瘾之间无显著相关性。这些结果强调了注重自我调节技能和促进健康数字习惯的干预措施的重要性,以提高学生的参与度,解决智能手机成瘾问题对于提高学生在远程学习环境中的参与度至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How smartphone addiction disrupts the positive relationship between self-regulation, self-efficacy and student engagement in distance education
Given that students maintain a continuous connection with their smartphones in their daily lives and rely on them for participating in distance education, it becomes imperative to explore the factors associated with student engagement, considering the mediating role of smartphone addiction in distance education programs. Although extensive research has been carried out on smartphone addiction, very little is known about it in the context of distance education. This study aims to explore the relationship between student engagement, smartphone addiction, self-regulation, and self-efficacy among distance education students in online learning environments. This cross-sectional study was conducted in Türkiye. Data were collected via an online questionnaire from 1514 university students (n = 842 females, n = 672 males; Mage = 33.11, SD = 10.09) enrolled in various distance education programs in Turkey, specifically those undertaking synchronous online courses, through an online questionnaire distributed via e-mail. Path analysis modelling was used to test the hypothesised model. Maximum Likelihood Estimation was used as a method for estimating parameters in path analysis. The findings of this study indicate that self-regulation had a positive impact on student engagement, while smartphone addiction had a negative influence. Importantly, smartphone addiction acted as a mediating factor, weakening the relationship between self-regulation and student engagement. No significant correlation was found between general self-efficacy and smartphone addiction. These results highlight the significance of interventions focusing on self-regulation skills and promoting healthy digital habits to enhance student engagement and addressing smartphone addiction is crucial for enhancing student engagement in distance learning environments.
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