An Xin, Hong Jon-Chao, Li Yushun, Zhou Ying
School of Educational Technology, Beijing Normal University, Beijing, China.
Department of Industrial Education, Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan.
Front Psychol. 2022 Aug 25;13:978144. doi: 10.3389/fpsyg.2022.978144. eCollection 2022.
The outbreak of the COVID-19 epidemic has promoted the popularity of online learning, but has also exposed some problems, such as a lack of interaction, resulting in loneliness. Against this background, students' attitudes toward peer interaction may have become even more important. In order to explore the impact of attitude toward peer interaction on students' mindset including online learning motivation and critical thinking practice that could affect their problem-solving self-efficacy during the COVID-19 pandemic, we developed and administered a questionnaire, receiving 1,596 valid responses. The reliability and validity of the questionnaire were re-tested, and structural equation modeling was applied. It was found that attitude toward peer interaction could positively predict middle school students' online learning motivation and critical thinking. Learning motivation and critical thinking also positively supported problem-solving self-efficacy. It is expected that the results of this study can be a reference for teachers to adopt student-centered online learning in problem solving courses.
新冠疫情的爆发推动了在线学习的普及，但也暴露出一些问题，比如缺乏互动，导致孤独感。在此背景下，学生对同伴互动的态度可能变得更加重要。为了探究在新冠疫情期间，对同伴互动的态度对学生思维模式的影响，包括可能影响其解决问题自我效能感的在线学习动机和批判性思维实践，我们编制并发放了一份问卷，共收到1596份有效回复。对问卷的信效度进行了重新检验，并应用了结构方程模型。研究发现，对同伴互动的态度能够正向预测中学生的在线学习动机和批判性思维。学习动机和批判性思维也对解决问题的自我效能感起到了积极的支撑作用。期望本研究结果可为教师在解决问题课程中采用以学生为中心的在线学习提供参考。
