Motivation, instructional design, flow, and academic achievement at a Korean online university: a structural equation modeling study

被引：36
|
作者：
Joo, Young Ju [1 ]
Oh, Eunjung [2 ]
Kim, Su Mi [3 ]
机构：
[1] Ewha Womans Univ, Dept Educ Technol, Seoul, South Korea
[2] Univ Illinois, Dept Educ Policy Org & Leadership, Champaign, IL 61820 USA
[3] Ewha Womans Univ, POSCO Corp Future Creating Acad, Seoul, South Korea
来源：
JOURNAL OF COMPUTING IN HIGHER EDUCATION | 2015年 / 27卷 / 01期
基金：
新加坡国家研究基金会;
关键词：
Online learning; Motivation; Instructional design; Flow; Achievement; SELF-EFFICACY BELIEFS; COGNITIVE-ABILITY; GOAL ORIENTATIONS; HIGH-SCHOOL; ENGAGEMENT; EXPERIENCE; CLASSROOM; QUESTIONNAIRE; ELEMENTARY; VALIDITY;
D O I：
10.1007/s12528-015-9090-9
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this study is to examine the structural relationships among self-efficacy, intrinsic value, test anxiety, instructional design, flow, and achievement among students at a Korean online university. To address research questions, the researchers administered online surveys to 963 college students at an online university in Korea enrolled in a Computer Application course. Structural equation modeling was conducted to investigate the structural relationships among the variables. Findings indicated that (1) self-efficacy and instructional design had statistically significant direct effects on flow, (2) self-efficacy, intrinsic value, and flow had statistically significant direct effects on achievement, and (3) flow mediates self-efficacy and achievement, and instructional design and achievement.
引用
收藏
页码：28 / 46
页数：19
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