Research on the Sustained Willingness and Influencing Factors of College Students'Online Self-directed Learning——An Empirical Analysis from the Perspective of Learners
The ability to engage in online self-directed learning is an essential skill for college students in the era of intelligence.Based on empirical survey data from undergraduate institutions and existing research foundations,this study uses structural equation modeling to analyze the factors influencing the sustained willingness of college students to engage in online self-directed learning and their pathways of influence.The empirical analysis shows that learning strategies,learning motivation,perceived usefulness,and learning attitudes all have a positive direct impact on the willingness to continue learning online;learning motivation also indirectly influences the sustained willingness through the mediating effects of learning strategies and learning attitudes;self-efficacy has an indirect effect on the sustained willingness through the mediating roles of learning strategies,perceived usefulness,and learning attitudes.No significant differences were found in the sustained learning willingness across genders or academic backgrounds,but differences were observed across grade levels,with third-year students showing significantly higher levels of sustained learning willingness compared to first and fourth-year students.Finally,centered on the learner,this study proposes a three-perspective,six-direction approach to motivate students to change their learning attitudes,strengthen their learning motivation,enhance their perceived usefulness,improve their learning strategies,and ultimately increase college students'sustained willingness for online self-directed learning.
online self-directed learningsustained learning willingnessinfluencing factorsstructural equation model
NETL
NSTL
万方数据
