学术自我概念在在线学习投入对中国护理学生在线课程深度学习的影响中起中介作用：一项横断面研究。
Academic self-concept mediates the effect of online learning engagement on deep learning in online courses for Chinese nursing students: A cross-sectional study.
机构信息
Graduate School, Tianjin University of Traditional Chinese Medicine, Tianjin, China.
Public Health Science and Engineering College, Tianjin University of Traditional Chinese Medicine, Tianjin, China.
出版信息
Nurse Educ Today. 2022 Oct;117:105481. doi: 10.1016/j.nedt.2022.105481. Epub 2022 Jul 19.
BACKGROUND
Online learning is prevalent among nursing students, but the effect of online learning seems not as good as expected. Deep learning, as a learning approach that could help people solve complex problems and make innovative decisions, is associated with individual behavior and psychology. However, from the perspective of individual behavior and psychology to explore the potential influence mechanism of deep learning in online courses is little, in China or indeed internationally.
OBJECTIVES
The purpose of this study is to explore the relationship between online learning engagement, academic self-concept and deep learning in online courses for Chinese nursing students, and the mediating effect of academic self-concept on the relationship between online learning engagement and deep learning in online courses of Chinese nursing students.
DESIGN
A cross-sectional electronic survey.
SETTINGS AND PARTICIPANTS
The study was conducted using a convenience sample of 617 nursing students in five schools in eastern, central, and western China from September 2021 to October 2021 (the number of eligible students in the five schools was 2065).
METHODS
The data were collected with the College students' learning engagement scale in cyberspace, Academic self-concept scale and Deep learning scale in online courses, and analyzed by correlation analysis, univariate analysis, multiple linear regression and PROCESS macro.
RESULTS
594 valid questionnaires were collected (effective response rate: 96.2 %). High online learning engagement and high academic self-concept were correlated with a high level of deep learning in online courses (correlation coefficient: 0.731 to 0.800). Part of the influence of online learning engagement on deep learning in online courses was mediated by academic self-concept, and the indirect effect accounts for 39.75 % of the total effect.
CONCLUSIONS
Chinese nursing students' online learning engagement may partially influence deep learning in online courses through academic self-concept.
背景
在线学习在护理学生中很普遍，但学习效果似乎不如预期。深度学习作为一种帮助人们解决复杂问题和做出创新决策的学习方法，与个体行为和心理有关。然而，从个体行为和心理的角度探讨深度学习在在线课程中的潜在影响机制，在中国乃至国际上都很少。
目的
本研究旨在探讨中国护理学生在线课程学习投入、学业自我概念与深度学习的关系，以及学业自我概念在在线课程学习投入与深度学习关系中的中介作用。
设计
横断面电子调查。
设置和参与者
本研究采用便利抽样法，于 2021 年 9 月至 10 月，选取中国东部、中部和西部地区 5 所学校的 617 名护理学生作为研究对象（5 所学校符合条件的学生人数为 2065 人）。
方法
采用大学生在线学习投入量表、学业自我概念量表和在线课程深度学习量表收集数据，采用相关分析、单因素分析、多元线性回归和 PROCESS 宏进行分析。
结果
共收集到 594 份有效问卷（有效回收率：96.2%）。高在线学习投入和高学业自我概念与高在线课程深度学习水平呈正相关（相关系数：0.731 至 0.800）。在线学习投入对在线课程深度学习的部分影响是通过学业自我概念来介导的，间接效应占总效应的 39.75%。
结论
中国护理学生的在线学习投入可能部分通过学业自我概念影响在线课程的深度学习。
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