Ge Dandan
Nanjing Institute of Technology, Nanjing, China.
Nanjing Normal University, Nanjing, China.
BMC Psychol. 2025 Apr 2;13(1):326. doi: 10.1186/s40359-025-02631-1.
Self-efficacy perception and strategy use are two key processes for achieving self-regulated learning. Based on the perspective of self-regulated learning theory, this study explores the mediating mechanism of self-regulated learning efficacy, and strategy use (self-control and emotion regulation strategies) between resilience and online learning emotional engagement.
The study was conducted on 2182 college students from China using questionnaires, and a structural equation model was established to test the mediating effects.
The results showed that: firstly, resilience, self-regulated learning efficacy, self-control, cognitive reappraisal, and online learning emotional engagement were all significantly positively correlated with each other, while expressive suppression was significantly negatively correlated with resilience and self-control. Secondly, resilience can individually mediate online learning emotional engagement through self-regulated learning efficacy, self-control, and cognitive reappraisal. Additionally, it can indirectly predict emotional engagement in online learning by way of the chain mediating effect of self-regulated learning efficacy, self-control, and cognitive reappraisal, but the direct effect of resilience on online learning emotional engagement is not significant. Lastly, there are differences in the mediating effects between urban and rural areas.
The results of this study provide new intervention perspectives and procedural learning support suggestions for enhancing learners' emotional engagement and optimizing their online learning experience.
自我效能感认知和策略运用是实现自我调节学习的两个关键过程。基于自我调节学习理论的视角，本研究探讨自我调节学习效能以及策略运用（自我控制和情绪调节策略）在心理韧性与在线学习情感投入之间的中介机制。
本研究采用问卷调查法对2182名中国大学生进行研究，并建立结构方程模型来检验中介效应。
结果表明：第一，心理韧性、自我调节学习效能、自我控制、认知重评和在线学习情感投入均显著正相关，而表达抑制与心理韧性和自我控制显著负相关。第二，心理韧性可通过自我调节学习效能、自我控制和认知重评单独中介在线学习情感投入。此外，它可通过自我调节学习效能、自我控制和认知重评的链式中介效应间接预测在线学习情感投入，但心理韧性对在线学习情感投入的直接效应不显著。最后，城乡之间的中介效应存在差异。
本研究结果为提高学习者的情感投入和优化其在线学习体验提供了新的干预视角和程序性学习支持建议。
