The influence of teaching motivations on student engagement in an online learning environment in China

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-10-02 DOI:10.14742/ajet.7280
Qi Li, Qiang Jiang, Jyh‐Chong Liang, X. Pan, Wei Zhao
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引用次数: 5

Abstract

Given the importance of student engagement for educational success, it is essential to explore how teachers can stimulate student engagement in online learning environment. However, relatively little research drawing from self-determination theory has examined the links between teaching motivations and student engagement. To this end, this study was conducted to survey 414 Chinese college students’ perceptions of teaching motivations, their own intrinsic and extrinsic motivations during the learning process, as well as their engagement with online learning. The findings indicated that the survey had satisfactory validity and internal consistency. Structural equation model revealed the interrelationships between autonomy-supportive teaching motivations, controlling teaching motivations, student intrinsic and extrinsic motivations, and student engagement. The results showed that in online learning environments, autonomy-supportive teaching motivations and student intrinsic motivation were positively related to student engagement. Unexpectedly, controlling teaching motivations and student extrinsic motivation had no significant effect on student engagement. Moreover, the mediating effects of student intrinsic motivation including perceived autonomy, competence, and relatedness offered a deeper understanding of the association between autonomy-supportive teaching motivations and student engagement. The main findings and practical implications together are discussed in depth. Implications for practice or policy: Teachers could adopt autonomy-supportive teaching strategies and stimulate students’ intrinsic motivation as they have shown to be positive factors for student engagement. Developers and educators could enhance student engagement through nurturing inner motivational resources in online learning environment. Researchers could verify more factors that influence student engagement and clarify how they could be manipulated in future studies.
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中国在线学习环境中教学动机对学生参与的影响
鉴于学生参与对教育成功的重要性,探索教师如何在在线学习环境中激发学生的参与是至关重要的。然而,从自我决定理论出发的研究相对较少,研究了教学动机和学生参与之间的联系。为此,本研究调查了414名中国大学生对教学动机的认知、学习过程中自身的内在动机和外在动机以及在线学习的参与情况。结果表明,本调查具有良好的效度和内部一致性。结构方程模型揭示了自主支持性教学动机、控制性教学动机、学生内在动机和外在动机与学生敬业度之间的相互关系。结果表明,在网络学习环境中,自主支持型教学动机和学生内在动机与学生投入呈正相关。出乎意料的是,控制教学动机和学生外在动机对学生投入没有显著影响。此外,学生内在动机的中介作用,包括感知自主性、能力和相关性,为自主支持教学动机与学生参与之间的关系提供了更深入的理解。本文对研究的主要发现和实际意义进行了深入讨论。对实践或政策的启示:教师可以采用自主支持教学策略,激发学生的内在动机,因为它们已被证明是学生参与的积极因素。开发者和教育者可以通过培养在线学习环境中的内在激励资源来提高学生的参与度。研究人员可以验证更多影响学生参与度的因素,并阐明在未来的研究中如何操纵这些因素。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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