Gao Hong, Ou Yangli, Zhang Zhiyuan, Ni Menghui, Zhou Xinlian, Liao Li
School of Nursing, University of South China, Hengyang, China.
Emergency Department, The Second Hospital University of South China, Hengyang, China.
Front Psychol. 2021 Feb 4;12:573779. doi: 10.3389/fpsyg.2021.573779. eCollection 2021.
Due to the current COVID-19 pandemic, colleges and universities have implemented network teaching. E-learning engagement is the most important concern of educators and parents because this will directly affect student academic performance. Hence, this study focuses on students' perceived family support and their e-learning engagement and analyzes the effects of e-learning normative consciousness and behaviors and self-efficacy on the relationship between family support and e-learning engagement in college students. Prior to this study, the relationship between these variables was unknown. Four structural equation models revealed the multiple mediating roles of e-learning normative consciousness and behaviors and self-efficacy in the relationship between family support and e-learning engagement. A total of 1,317 college students (mean age=19.51; 52.2% freshman) voluntarily participated in our study. The results showed that e-learning normative consciousness and behaviors and self-efficacy played significant and mediating roles between students' perceived family support and e-learning engagement. Specifically, these two individual variables fully mediated the relationship between students' perceived family support and e-learning engagement. The multiple mediation model showed that family members can increase family support of their children by creating a household environment conducive to learning, displaying positive emotions, demonstrating the capability to assist their children, advocating the significance of learning normative consciousness and behaviors, and encouraging dedicated and efficient learning. The findings complement and extend the understanding of factors influencing student e-learning engagement.
由于当前的新冠疫情，高校实施了网络教学。在线学习参与度是教育工作者和家长最为关注的问题，因为这将直接影响学生的学业成绩。因此，本研究聚焦于学生所感知到的家庭支持及其在线学习参与度，并分析在线学习规范意识与行为以及自我效能感对大学生家庭支持与在线学习参与度之间关系的影响。在本研究之前，这些变量之间的关系尚不清楚。四个结构方程模型揭示了在线学习规范意识与行为以及自我效能感在家庭支持与在线学习参与度之间关系中的多重中介作用。共有1317名大学生（平均年龄 = 19.51岁；52.2%为大一新生）自愿参与了我们的研究。结果表明，在线学习规范意识与行为以及自我效能感在学生所感知到的家庭支持与在线学习参与度之间发挥了显著的中介作用。具体而言，这两个个体变量完全中介了学生所感知到的家庭支持与在线学习参与度之间的关系。多重中介模型表明，家庭成员可以通过营造有利于学习的家庭环境、展现积极情绪、展示帮助孩子的能力、倡导学习规范意识与行为的重要性以及鼓励专注高效的学习，来增加对子女的家庭支持。这些研究结果补充并拓展了对影响学生在线学习参与度因素的理解。
