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.
关键词
国际中文学习者/混合学习/学业情绪/学习动机
Key words
international Chinese learners/mixed learning/academic emotions/learning motivation
维普
万方数据