Yin Danting, Luo Lin
Department of General Education, Sichuan Vocational College of Cultural Industries, Chengdu, Sichuan, China.
School of Physical Education, Guizhou Normal University, Guiyang, Guizhou, China.
Front Psychol. 2024 Feb 13;15:1246958. doi: 10.3389/fpsyg.2024.1246958. eCollection 2024.
This study examines the association between perceived teacher support and self-regulation in learning, and their combined relationship with online English learning engagement among university students in China. The objective is to uncover the underlying mechanisms of this relationship, with a particular focus on the role of self-regulation in learning as a mediator.
The study involved 1,361 university students from Southwest China, predominantly female (73.84%) with an average age of 18.94 years (SD = 1.07). Refined measurement tools were employed to assess perceived teacher support, online English learning engagement, and self-regulation in learning.
The findings indicate that components of self-regulation, such as goal setting, environmental structuring, and time management, act as full mediators in the relationship between perceived teacher support and online English learning engagement.
This research underscores the importance of self-regulation in learning in linking perceived teacher support with online English learning engagement. The insights gained are crucial for enhancing teaching strategies in online English language education.
本研究考察了中国大学生所感知到的教师支持与学习中的自我调节之间的关联，以及它们与在线英语学习参与度之间的综合关系。目的是揭示这种关系的潜在机制，特别关注自我调节在学习中作为中介的作用。
该研究涉及来自中国西南部的1361名大学生，其中女性占主导（73.84%），平均年龄为18.94岁（标准差=1.07）。采用经过改进的测量工具来评估所感知到的教师支持、在线英语学习参与度和学习中的自我调节。
研究结果表明，自我调节的组成部分，如目标设定、环境构建和时间管理，在教师支持感知与在线英语学习参与度之间的关系中起到完全中介作用。
本研究强调了学习中的自我调节在将教师支持感知与在线英语学习参与度联系起来方面的重要性。所获得的见解对于改进在线英语教育中的教学策略至关重要。
