在疫情背景下教师鼓励性在线评论对学习动力的影响研究 ——以中国四川省高校为例
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摘要
教师的鼓励性评价有助于提升学习者的学习动力，在移动教学中，教师如何根据课程特点，并根据学习者的差异性与所处情境不同，为学习者提供科学合理的鼓励性评价，从而激发学习者的学习动力。本文基于 SOR（刺激-机体-反应）模型，探讨了移动学习中教师在线评论的鼓励行为对学习者学习动力的影响及机制。通过超星尔雅对中国西南地区部分高校学习者进行发放问卷调查，采用了随机抽样法和雪球抽样法两钟方法进行研究。认为教师鼓励性在线评论对在线评论数量与愉悦情绪、在线评论数量与唤起情绪、手机依赖与愉悦情绪之间关系具有显著的调节作用，并最终正向强化学习动力。
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Chinese Journal of Social Science and Management Editorial Division
The Office of Research and Development, Panyapiwat Institute of Management
85/1 Moo 2, Chaengwattana Rd., Bang Talat, Pakkred, Nonthaburi 11120, Thailand
Tel. 02 855 01048 E-mail: cjssm@pim.ac.th
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