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

被引：38

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

页码：28 / 46

页数：19

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