心理需求满足与网络自主学习的关系

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2023-11-11 DOI:10.1007/s12564-023-09910-9
Achmad Hidayatullah, Csaba Csíkos
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引用次数: 0

摘要

摘要心理需求满足和自我调节学习在学术网络学习中的作用已被广泛研究。然而,感知自主性、能力和相关性这三种心理需求对在线自我调节学习的影响尚不清楚。本研究旨在探讨心理需求的满足与网络自我调节学习的六个维度之间的关系。本横断面研究采用定量方法。共有来自四所高等院校的315名学生参与了本研究。学生填写在线心理需求满足问卷和在线自我调节学习问卷。通过结构方程建模来检验两者之间的结构关系。我们的研究表明,感知自主性预测目标设定、环境结构、时间管理和自我评价,但不预测寻求帮助和任务策略。感知能力不能预测环境结构。感知相关性预测环境建构、寻求帮助和自我评价。这项研究似乎是第一次研究需求满足对提高学生调节学习能力的预测。
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Association between psychological need satisfaction and online self-regulated learning
Abstract The role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning.
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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