期刊论文

Wang, J

英文

Education and Information Technologies

1360-2357

2024

1-24

10.1007/s10639-024-12674-3

This work was supported by the Chinese National Social Sciences Fund (Education) for Young Scholars: Students’ Self-regulated Learning and Support from Teachers and Parents in the Digital Era [Project number: CCA210257], Collaborative Innovation Center for Informatization and Balanced Development of K-12 Education by MOE, Grant/Award Number: xtzd2022-002; National Natural Science Foundation of China, Grant/Award Number: 62107020.

本校为第一机构

This study extends the community of inquiry (CoI) framework and empowerment theory by exploring the relationships between motivational variables, CoI variables, learning presence, and empowerment. We added motivational beliefs (growth mindset, self-efficacy, and task value) as associated variables and learning presence (online self-regulation) as a mediator and examined their contribution to students' cognitive presence and empowerment. The participants were 539 junior middle-school students in rural China who had acquired significant online learning experience as a result of the COVID-19 pand...