Research on the Relationship Between Teacher Support and Learning Engagement in Chinese High School Information Technology Courses: Mediation Effect Analysis Based on Computer Self-Efficacy

被引：1

作者：

Liu, Bing ^{[1
]}

Xu, Liping ^{[2
]}

Luo, Xiaobing ^{[3
]}

Lu, Shui-lin ^{[4
]}

机构：

[1] Minnan Normal Univ, Sch Educ Sci, Zhangzhou, Peoples R China

[2] Ganzhou No 1 Middle Sch, Ganzhou City, Jiangxi Provinc, Peoples R China

[3] Wuhan Polytech, Comp Sci, Wuhan, Peoples R China

[4] Minnan Normal Univ, Sch Foreign Studies, Zhangzhou, Peoples R China

来源：

INTERNATIONAL JOURNAL OF INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION | 2023年 / 19卷 / 01期

关键词：

Computer Self -Efficacy; High School Information Technology; Learning Engagement; Teacher Support; STUDENT ENGAGEMENT; MOTIVATION; VALIDATION;

D O I：

10.4018/IJICTE.322025

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Exploring the relationship between teacher support and students' learning engagement in high school information technology courses can help improve students' learning ability. The researchers took 246 high school students from a city in China as the research subjects and used structural equation modeling to explore the relationship between teacher support and learning engagement in high school information technology courses from the perspective of computer self-efficacy. The results show that teacher support, computer self-efficacy, and learning engagement are positively correlated. Teacher support has a positive effect on information technology learning engagement, and computer selfefficacy plays a partial mediating role in the relationship between teacher support and information technology learning engagement.

引用

页数：21

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