為探討學業自我效能感對在線學習投入的影響及其作用機制,采用學業自我效能感量表、學習動機量表、心流體驗量表和在線學習投入量表,對310名在線學習者進行問卷調查。結果發現:(1)學業自我效能感對在線學習投入具有正向預測作用;(2)學習動機和心流體驗分別在學業自我效能感和在線學習投入之間起部分中介作用;(3)學習動機、心流體驗在學業自我效能感和在線學習投入之間起鏈式中介作用。

This study aimed to explore the effect of academic self-efficacy on online learning engagement and its underlying mechanism. A total of 310 colleges students were surveyed with the Academic Self-efficacy Scale, Learning Motivation Scale, Flow Experience Scale and Online Learning Engagement Scale. The results were as follows: 1) Academic self-efficacy could significantly predict student online learning engagement. 2) Learning motivation and flow experience respectively played significant mediating roles between academic self-efficacy and online learning engagement. 3) Learning motivation and flow experience played significant chain mediating roles between academic self-efficacy and online learning engagement.