Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement
Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement
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探索首次在线本科生和研究生的成长心态和灵活思维及其与在线学习参与的关系
DOI：
10.1007/s11423-020-09774-5
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
E. Walsh
中科院分区：
文献类型：
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作者：
Hungwei Tseng;Y. Kuo;E. Walsh
本研究试图帮助我们揭示当今高等教育环境中首次在线学生的特征和复杂性。数据收集自2016-2017学年春季学期在美国南方大学首次参加完全在线课程的本科生和研究生。首先，采用路径分析法考察了灵活思维、思维定势和自我效能感对254名初次上网学生网络学习投入的影响。通径分析的结果支持八个假设中的六个，所有标准化通径系数的值在0.14和0.31之间。总之，成长心态和学习自我效能感似乎是第一次上网的学生的重要变量，并有积极的关系，网上参与。实践意义和未来的研究进行了讨论。
The present study was an attempt to help us reveal the characteristics and complexity of today’s first-time online students in a higher education setting. Data were collected from undergraduate and graduate students enrolled in fully online courses for the first time during spring semester in the 2016–2017 academic year at a Southern university in the United States. Primarily, path analysis was conducted to investigate the impacts of flexible thinking, mindsets, and self-efficacy on the 254 first-time online students’ online learning engagement. The results of the path analysis supported six out of the eight hypotheses and all standardized path coefficients have values between 0.14 and 0.31. In conclusion, growth mindset and learning self-efficacy appear to be important variables for first-time online students and have a positive relation to online engagement. The practical implications and future research are discussed.