Yang Junhui, Peng Michael Yao-Ping, Wong ShwuHuey, Chong WeiLoong
Foreign Languages Institute, Fuzhou University of International Studies and Trade, Fuzhou, China.
School of Economics and Management, Foshan University, Foshan, China.
Front Psychol. 2021 Mar 31;12:584976. doi: 10.3389/fpsyg.2021.584976. eCollection 2021.
The COVID-19 pandemic at the beginning of 2020 has changed the conventional learning mode for most students at schools all over the world, and the e-learning at home has become a new trend. Taking Chinese college students as the research subject and drawing on the stimulus-organism-response (S-O-R) model, this paper examines the relationship between the peer referent, perceived closeness, and perceived control and the learning engagement. Using data from 377 college students who have used e-learning, this study shows that perceived closeness, perceived control, and peer referents in e-learning have a positive effect on the self-efficacy and well-being of students, thus improving students' enthusiasm for learning. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in e-learning.
2020年初的新冠疫情改变了全球大多数在校学生的传统学习模式，居家电子学习成为一种新趋势。本文以中国大学生为研究对象，借鉴刺激—机体—反应（S-O-R）模型，考察同伴参照、感知亲近感和感知控制与学习投入之间的关系。通过对377名使用过电子学习的大学生的数据进行分析，本研究表明，电子学习中的感知亲近感、感知控制和同伴参照对学生的自我效能感和幸福感有积极影响，从而提高学生的学习积极性。我们的目的是帮助研究人员、教师、设计师及其他人员确定有效的方法，以便对学生在电子学习中的参与度进行概念化和测量。
