Based on the constructivist learning theory,746 student samples were selected for the questionnaire survey,and the data were statistically analyzed and structural equation modeling was conducted to explore the influence of online learning motivation and teacher-student interaction on college students'online learning performance,and the mediating mechanism of self-efficacy.The re-sults showed that online learning motivation(β=0.173,p＜0.001)and self-efficacy(β=0.745,p＜0.001)positively affect online learning performance,and the effect of self-efficacy is more signifi-cant;self-efficacy plays a partly mediating role(mediation effect value=0.260)in the positive in-fluence of online learning motivation on online learning performance;the effect of teacher-student in-teraction on online learning performance was not significant(β=0.033,p＞0.1);self-efficacy played a fully mediating role in the effect of teacher-student interaction on online learning performance(me-diation effect value=0.419).Therefore,in online learning,teachers should stimulate college students'learning motivation,strengthen the quality of teacher-student interaction,enhance college students'self-efficacy,and then improve online learning performance.
维普
万方数据