网络社会支持与高中生网络学习投入：有调节的中介模型
收稿日期: 2022-05-16
网络出版日期: 2023-07-14
基金资助
湖北省教育厅人文社科项目(20Q110)
版权
Online Social Support and Learning Engagement in High School Students: A Moderated Mediation Model
Received date: 2022-05-16
Online published: 2023-07-14
Copyright
高斌 , 谭莉华 , 张丹丹 , 黎明新 , 蔡艳香 . 网络社会支持与高中生网络学习投入：有调节的中介模型[J]. 心理与行为研究, 2023 , 21(3) : 403 -409 . DOI: 10.12139/j.1672-0628.2023.03.016
This study aimed to explore the relation between online social support and online learning engagement in high school students, and to examine the role of online learning self-efficacy and perceived stress. A total of 508 Chinese high school students completed the Online Social Support Scale, Online Learning Self-Efficacy Scale, Perceived Stress Scale and Learning Engagement Scale. The results showed that: 1) online social support was significantly positively correlated with online learning engagement; 2) online learning self-efficacy played a mediating role between online social support and online learning engagement; 3) perceived stress could moderate the direct path as well as the mediation process between online social support and online learning engagement. This research is insightful to understand the underlying mechanism of online social support affecting online learning engagement, which has vital significance for high school students’ online education intervention.
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