社会存在与教师参与:与期望、任务价值和参与的联系

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ordene V. Edwards, Gita Taasoobshirazi
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引用次数: 3

摘要

学生的社交经历对他们的学业成功至关重要,包括决定他们的动机和参与度。然而,人们对各种社会因素(包括社会存在和教师参与)与期望、任务价值和在线学习参与的各个方面之间的关系知之甚少。运用路径模型对122名大学生的问卷调查结果进行分析,在情境期望-价值理论的指导下,考察了社会存在、教师投入、期望、任务价值、认知和行为投入之间的关系。我们发现社会存在预测期望、任务价值和行为参与,任务价值影响认知参与。我们发现期望-任务值在社会存在与认知投入之间存在中介作用。总体而言,期望对任务值的预测影响在模型中至关重要。有趣的是,教师的参与并没有发挥作用。这些发现证实了在线社交特征对动机和参与的重要性,并进一步强调了动机对在线学习成功的价值。因此,设计在线学习环境,让学生感受到社会联系和动力是很重要的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social presence and teacher involvement: The link with expectancy, task value, and engagement

Students' social experiences are critical to their academic success, including determining their motivation and engagement. However, little is known about how various social factors, including social presence and teacher involvement, relate to expectancy, task value, and facets of engagement in online learning. Using path modeling to analyze the survey responses of 122 college students, we examined the relations among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory. We discovered that social presence predicted expectancy, task value, and behavioral engagement, and task value impacted cognitive engagement. We found a mediating effect of expectancy-to-task value in the link between social presence and cognitive engagement. Overall, the predictive influence of expectancy on task value was critical in the model. Interestingly, teacher involvement did not play a role. These findings confirm the significance of online social features to motivation and engagement and further highlight the value of motivation for online learning success. Therefore, it is important to design online learning environments whereby students feel socially connected and motivated.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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