PDF(Pubmed)
Abstract：
Enhancing learning engagement is a critical challenge in online education. While previous research underscores the importance of feedback, recent studies have shifted focus to students\' perceptions of feedback, which significantly impact learning performance. However, empirical evidence on how these perceptions affect online learning outcomes is limited. Drawing on Self-Determination Theory, this study addresses this gap by employing SEM to analyze the relationships among feedback perception, academic self-efficacy, test anxiety, and online learning engagement. A total of 402 Chinese vocational college students (ages 18-19) completed questionnaires, with statistical analysis conducted using SPSS and Mplus. The study found that perception of feedback directly influences online learning engagement and indirectly affects it through academic self-efficacy and test anxiety, with a total effect value of 0.416. The findings offer valuable insights for educators and suggest directions for future research on feedback perception and online learning engagement.
摘要：
提高学习参与度是在线教育的关键挑战。虽然先前的研究强调了反馈的重要性，最近的研究已经将重点转移到学生对反馈的看法上，这显著影响了学习表现。然而,关于这些感知如何影响在线学习成果的经验证据是有限的。借鉴自决理论，本研究通过使用SEM分析反馈感知之间的关系来解决这一差距，学业自我效能感,考试焦虑,和在线学习参与。共有402名中国职业院校学生（18-19岁）完成了问卷调查，使用SPSS和Mplus进行统计分析。研究发现,反馈感知直接影响在线学习投入,并通过学业自我效能感和考试焦虑间接影响在线学习投入,总效应值为0.416。这些发现为教育工作者提供了宝贵的见解，并为未来关于反馈感知和在线学习参与的研究提供了方向。
