北巴厘学生在线学习自我效能、参与与满意度

Putu Dinia Suryandani, M. Santosa
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引用次数: 1

摘要

本研究旨在探讨网络学习自我效能感、参与感与学生在线学习满意度之间的关系。本研究的设计是混合方法的研究,通过调查和开放式访谈与目的抽样技术。定量资料采用多元回归分析。受访者是来自印度尼西亚北巴厘岛的24名研究生。采用相关和回归技术对定量数据进行分析,并进行开放式访谈。研究结果显示,在线学习自我效能感、参与感与学生满意度呈正相关。研究得出结论,通过单独或同时提高学生的在线学习自我效能感和参与度,可以提高学生的满意度。本研究揭示了学习相关情绪中的自我效能感和投入策略在学业满意度中起中介作用。此外,学习相关情绪影响元认知学习过程,从而干预在线学习满意度的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.
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