了解大学生在异步在线课程中的考试焦虑:情感投入的中介作用

IF 8.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Technology in Higher Education Pub Date : 2024-08-16 DOI:10.1186/s41239-024-00482-1
Kaili Lu, Jianrong Zhu, Feng Pang, Zhi Liu
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引用次数: 0

摘要

虽然考试焦虑是异步在线课程中的一个问题,但很少有研究系统地调查了影响异步在线课程中考试焦虑的学习因素。此外,情感投入被认为是学习因素与考试焦虑之间的中介。因此,本研究阐明了在大学异步在线课程中,情感投入在学习因素(即自我效能感、教师与学习者互动、学习者与学习者互动、感知易用性和感知有用性)与考试焦虑之间的中介作用。共有 316 名大学生参与了这项研究。结构方程建模分析检验了学习因素与考试焦虑之间的关系。自我效能感、教师与学生的互动以及感知到的易用性对考试焦虑有直接且显著的负面影响。自我效能感、指导者与学习者之间的互动、学习者与学习者之间的互动以及感知到的有用性对考试焦虑有间接的负面影响,而这种影响是通过情感投入来中介的。目前的研究结果表明,教师在设计和开展异步在线课程时,应考虑自我效能感、教师与学习者互动、学习者与学习者互动、感知易用性和感知有用性,以降低大学生的考试焦虑。
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Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement

While test anxiety is a problem in asynchronous online courses, few studies have systematically investigated learning factors influencing test anxiety in asynchronous online courses. Additionally, emotional engagement has been identified as a mediator between learning factors and test anxiety. Therefore, this study clarified the mediating role of emotional engagement between learning factors (i.e., self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease-of-use, and perceived usefulness) and test anxiety in college-level asynchronous online courses. Overall, 316 college students participated in this study. Structural equation modeling analysis examined the relationships between learning factors and test anxiety. Self-efficacy, instructor-learner interaction, and perceived ease of use had direct and significant negative influences on test anxiety. Self-efficacy, instructor-learner interaction, learner-learner interaction and perceived usefulness had indirect negative effects on test anxiety mediated by emotional engagement. The current findings indicated that instructors should consider self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease of use, and perceived usefulness when designing and conducting asynchronous online courses to reduce college students’ test anxiety.

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来源期刊
CiteScore
19.30
自引率
4.70%
发文量
59
审稿时长
76.7 days
期刊介绍: This journal seeks to foster the sharing of critical scholarly works and information exchange across diverse cultural perspectives in the fields of technology-enhanced and digital learning in higher education. It aims to advance scientific knowledge on the human and personal aspects of technology use in higher education, while keeping readers informed about the latest developments in applying digital technologies to learning, training, research, and management.
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