Han Tingzhi, Xu Guoxing, Lu Wenli
School of Education, Jiangnan University, Wuxi 214122, China.
Institute of Higher Education, East China Normal University, Shanghai 200062, China.
Behav Sci (Basel). 2025 Jan 2;15(1):39. doi: 10.3390/bs15010039.
This study investigates the impact and mechanisms of achievement goal orientation on online learning engagement among undergraduates, using a sample of 461 students enrolled in online courses from four universities of varying levels in Shanghai, China. Self-efficacy is introduced as a mediating variable, and structural equation modeling is employed to assess the effects. The findings reveal that different types of achievement goals have varying natures and intensities in their associations with undergraduate online learning engagement. Self-efficacy partially mediates the effect of mastery-approach goals on online learning engagement, but does not mediate the effects of mastery-avoidance, performance-approach, or performance-avoidance goals. The study recommends leveraging the guiding role of mastery-approach achievement goals to help students set scientific and reasonable goals, and stimulating students' self-efficacy through the dual influences of external support and internal motivation. With the support of these strategies, significant improvements in undergraduate online learning engagement can be achieved.
本研究以上海四所不同层次大学的461名在线课程学生为样本，调查了成就目标导向对本科生在线学习参与度的影响及其机制。引入自我效能感作为中介变量，并采用结构方程模型来评估其影响。研究结果表明，不同类型的成就目标与本科生在线学习参与度的关联具有不同的性质和强度。自我效能感部分中介了掌握趋近目标对在线学习参与度的影响，但不中介掌握回避、成绩趋近或成绩回避目标的影响。该研究建议利用掌握趋近成就目标的引导作用，帮助学生设定科学合理的目标，并通过外部支持和内部动机的双重影响来激发学生的自我效能感。通过这些策略的支持，可以显著提高本科生的在线学习参与度。
