Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach
This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support (PTS). It studies how these variables affect students’ attitude toward SRL within BLS, directly or indirectly. The proposed model is validated by employing a partial least squares structural equation modeling approach (PLS-SEM) based on the valid data collected from 604 students from three private universities in China. The results suggest that (a) the constructs, including the PTS and TPB (attitude, subjective norm and perceived behavior control), have a positive impact on student attitude toward SRL within BLS; (b) SRL attitude has a positive intermediary effect on the relationship between PTS and SRL intention, and between MS and SRL intention, respectively; (c) perceived behavior control (PBC) has a positive intermediary effect on the relationship between MS and SRL intention; (d) subjective norm (SN) has a positive intermediary effect on the relationship between PTS and SRL intention. The findings have useful implications for teachers, higher institution administrators, researchers, and higher education policy-makers in enhancing students’ learning within the blended learning context.
Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach
This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support (PTS). It studies how these variables affect students’ attitude toward SRL within BLS, directly or indirectly. The proposed model is validated by employing a partial least squares structural equation modeling approach (PLS-SEM) based on the valid data collected from 604 students from three private universities in China. The results suggest that (a) the constructs, including the PTS and TPB (attitude, subjective norm and perceived behavior control), have a positive impact on student attitude toward SRL within BLS; (b) SRL attitude has a positive intermediary effect on the relationship between PTS and SRL intention, and between MS and SRL intention, respectively; (c) perceived behavior control (PBC) has a positive intermediary effect on the relationship between MS and SRL intention; (d) subjective norm (SN) has a positive intermediary effect on the relationship between PTS and SRL intention. The findings have useful implications for teachers, higher institution administrators, researchers, and higher education policy-makers in enhancing students’ learning within the blended learning context.
Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach
Yujun Jiang (Autor:in) / Ping Wang (Autor:in) / Qiang Li (Autor:in) / Yingji Li (Autor:in)
2022
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
theory of planned behavior , blended learning setting , self-regulated learning , perceived teacher support , major satisfaction , partial least squares structural equation modeling , Environmental effects of industries and plants , TD194-195 , Renewable energy sources , TJ807-830 , Environmental sciences , GE1-350
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