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大学生主动性人格对网络学习投入的影响——一个有调节的中介模型
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Abstract:
为探讨大学生主动性人格对网络学习投入的关系及内在机制，本文构建了一个有调节的中介模型，探索了时间管理倾向的中介作用和教师自主支持的调节作用，运用主动性人格量表、学习投入量表、时间管理倾向量表和教师自主支持量表对862名大学生进行调查。结果发现：1) 主动性人格显著正向预测大学生网络学习投入；2) 时间管理倾向中介了主动性人格对大学生网络学习投入的影响；3) 教师自主支持调节主动性人格对时间管理倾向的影响。本研究在理论上验证并拓展了资源保存理论，丰富了网络学习投入的研究，为大学生提高学业成绩提供一定的科学依据，同时启示广大教育工作者要给予合适的教师自主支持。
In order to explore the relationship and internal mechanism of college students’ proactive personality’s involvement in online learning, this paper constructed a moderated mediation model, explored the mediating role of time management tendency and the moderating role of teacher’s autonomous support, and used the proactive personality scale, learning engagement scale, time management tendency scale and teacher’s autonomous support scale to investigate 862 college students. The results show that: 1) Proactive personality positively predicts college students’ online learning engagement; 2) Time management inclination mediates the influence of proactive personality on college students’ online learning engagement; 3) Teacher's autonomous support moderates the impact of proactive personality on time management tendencies. The results show that teacher autonomy support, as a necessary condition, affects the role of college students’ proactive personality in e-learning. This study has verified and expanded the theory of resource conservation in theory, enriched the research of online learning input, provided a certain scientific basis for college students to improve their academic performance, and inspired the majority of educators to give appropriate teachers independent support.
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