On the Influencing Factors of Learning Motivation of International Chinese Learners in Mixed Learning Contexts
The academic emotion is one of the internal factors affecting the learning motivation of international Chinese learners.Through a questionnaire survey of 47 learners and an analysis of their online learning data,the structural equation modeling is employed to explore the correlation between their academic emotions and learning motivation,as well as the mediating role of their academic self-efficacy and the moderating effect of the cognitive load are examined by using the multiple group analysis.As revealed in the findings,in a blended learning environ-ment,learners'academic self-efficacy is relatively limited;and meanwhile,academic emotions and academic self-efficacy have a significant positive impact on learning motivation.Moreover,the cognitive load has a regulatory ef-fect on academic emotions and learning motivation,which in turn affects the relationship between academic self-efficacy and learning motivation.In view of this,it is suggested strengthening the teacher-student interaction in mixed teaching situations,stimulating learners'positive academic emotions and academic self-efficacy,optimizing the design of online learning tasks and resources,and providing timely learning support based on real-time learning situations to ensure that learners'cognitive load is maintained at an appropriate level.
international Chinese learnersmixed learningacademic emotionslearning motivation
万方数据
维普
