Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition

首页 > 成果 > 详情

认领

导出

Link by DOI

反馈

作者信息关键词期刊信息基础信息归属信息摘要

成果类型：

期刊论文

作者：

Zhang, Yamei;Tian, Yuan;Yao, Liangshuang;Duan, Changying;Sun, Xiaojun*;...

通讯作者：

Sun, Xiaojun;Niu, GF

作者机构：

[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang; Sun, XJ] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.

[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav CCNU, Minist Educ, Wuhan 430079, Peoples R China.

[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng] Beijing Normal Univ, Cent China Normal Univ Branch, Collaborat Innovat Ctr, Wuhan 430079, Peoples R China.

通讯机构：

[Sun, XJ; Niu, GF ] C

Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.

语种：

英文

关键词：

Teaching presence;Affective engagement;Cognitive load;Need for cognition

期刊：

Teaching and Teacher Education

ISSN：

0742-051X

年：

2023

卷：

129

页码：

104167

DOI：

10.1016/j.tate.2023.104167

基金类别：

Humanities and Social Science Fund of Ministry of Education of the People's Republic of China [22YA190009]; Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University [2022-04-012-BZPK01, 2022-04-031-BZPK01]; National Social Science Foundation of China [22FSHB016]; fundation of Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education; Key Laboratory of Human Development and Mental Health of Hubei Province [CCNUCYPSYLAB2022B11]

机构署名：

本校为第一且通讯机构

院系归属：

心理学院

摘要：

The association between teaching presence and learners' affective engagement was examined, along with the mediating effect of cognitive load and the moderating effects of need for cognition. A self-report survey of 883 university students was carried out. Results showed that teaching presence enhanced affective engagement, in part through cognitive load, and that need for cognition amplified teaching presence's beneficial effect while attenuating cognitive load's detrimental one on affective engagement. The results may help us better understand how instructional elements affect learners' affec...

反馈

产权有误：本人成果被他人认领

数据有误：数据基本信息有误

归属有误：成果的院系归属、机构署名归属有误

其他原因：

验证码：

看不清楚，换一个

确定

取消

成果认领

标题：

用户	作者	通讯作者	--
	请选择	请选择	--

确定

取消

Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition

反馈

成果认领

提示

该栏目需要登录且有访问权限才可以访问