중국 여성의 평생학습 참여동기와 학습성과 관계에서 사회적 지지와 학습몰입 매개 효과 연구

The issue of ESL learner engagement at tertiary level in Sri Lanka has been a subject of concern for many years. Factors such as social anxiety, learning orientation, and learner autonomy have been identified as critical components affecting engagement, which, in turn, influence students’ learning abilities and academic achievement. While the relationship between social anxiety and academic outcomes has been extensively studied, the specific ways in which social anxiety, learner autonomy, and learning orientation impact learner engagement in the Sri Lankan context remain unclear. Notably, many graduates from state universities in Sri Lanka, particularly those from the Faculties of Arts, Social Sciences, and Humanities, face significant challenges due to insufficient proficiency in English. This study seeks to investigate the effects of social anxiety, learner autonomy, and learning orientation on learner engagement at tertiary level. A quantitative research approach was adopted, utilizing Structural Equation Modeling (SEM) to analyze a sample of 204 participants from the Faculty of Humanities and Social Sciences at a Sri Lankan state university. Data collection was carried out through a questionnaire, which incorporated an adapted version of the Social Phobia Inventory to measure social anxiety, while exploratory factor analysis was employed to assess learner engagement. The gathered data were subsequently analyzed using SEM. Contrary to previous studies, the findings of this research reveal that social anxiety does not have a significant impact on ESL learners’ engagement in their tertiary-level language classrooms. However, both learning orientation and learner autonomy were found to positively influence learner engagement. Therefore, the study concludes that for a sustainable approach to ESL education, the roles of social anxiety, learner autonomy, and learning orientation are critical, although no direct interrelationship between these factors was identified.

Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether interactivity (INT) and virtual rewards giving (VRG) as environmental stimuli to learners’ learning engagement (LE) elicited by massive open online courses (MOOCs) affect their learning persistence (LP) and learning outcome (LO) in MOOCs. This study further examines whether usage experience (UE) moderates the path relationships within the research model. Design/methodology/approach Sample data for this study were collected from learners who had experience in taking VR-based MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 313 useable questionnaires were analyzed using structural equation modeling. Findings This study proved that learners’ perceived INT and VRG in MOOCs positively influenced their psychological LE and social LE elicited by MOOCs, which concurrently expounded their LP in MOOCs, and in turn uplifted their LO in MOOCs. Besides, this study showed that learners’ UE partially moderated the path relationships in the research model. The research model respectively explains 71.8 and 56.6% of the variance (R2) in learners’ LP and LO in MOOCs. This study first reveals that learners’ perceived INT in MOOCs is the largest antecedent that can maximize their LP and LO in MOOCs via their PLE elicited by MOOCs. Next, learners’ perceived VRG in MOOCs is the strongest antecedent that can maximize their LP and LO in MOOCs via their SLE elicited by MOOCs. Originality/value This study utilizes the S-O-R model as a theoretical groundwork to construct learners’ LO in MOOCs as a series of the psychological process, which is affected by INT and VRG. Noteworthily, while the S-O-R model has been extensively employed in previous literature, little research uses the S-O-R model to explain the impacts of INT and VRG on learners’ LP and LO in MOOCs and examine whether learners’ UE can moderate the model relationships. Hence, this study enriches the research for understanding how learners value their learning gains via INT and VRG to support them in MOOCs.

This study aimed to empirically analyze the differences in learning satisfaction, learning engagement, and learning outcomes among university students based on the method of safety education: face-to-face, online, and blended learning. With the continued occurrence of laboratory accidents in universities, there is a growing need to verify the effectiveness of various educational methods and to present effective strategies for implementing safety education. A survey was conducted among students enrolled in four-year universities across South Korea, and a total of 408 responses were analyzed using SPSS 26.0 and AMOS 23.0 through factor analysis and one-way ANOVA. The results showed that face-to-face education yielded the highest levels in all three variables—learning satisfaction, engagement, and outcomes—followed by blended education, and lastly online education. Additionally, as students progressed to higher academic years, the overall effectiveness of safety education tended to decrease. In particular, fourth-year students showed the highest rate of online education participation and the lowest level of learning outcomes. These findings suggest the necessity for personalized and systematically designed safety education programs. By empirically demonstrating significant differences in learning outcomes according to the method of instruction, this study provides foundational data for improving university safety education. It particularly highlights the effectiveness of interaction and experience-based learning in face-to-face education, the potential of blended learning, and the importance of developing customized strategies based on students’ academic levels. Future safety education should be diversified and refined in alignment with learner characteristics and educational objectives.

This study explores how different motivation categories influence college students’ learning engagement behaviors and outcomes under the context of eastern culture. 178 junior college students were surveyed at a four-year research university in Taiwan. The study addressed two research questions: 1. Are there subgroups of students with significantly different motivation profiles? 2. If so, do these subgroups of students differ significantly in terms of their engagement behaviors and learning outcomes? Three motivational profiles were found based on individual differences in motivational beliefs (high intrinsic motivation, high extrinsic motivation, and high motivation [i.e., both high intrinsic and high extrinsic motivation]). Following ANCOVAs, the study confirmed that college students who have both high intrinsic and high extrinsic motivations have higher scores on specific engagement behaviors and learning outcomes. This finding suggests that a motivation profile of both high intrinsic and high extrinsic motivation is most beneficial for learning.

This study aims to examine how perceived pressure influences doctoral students' learning engagement, specifically analyzing the serial mediating roles of social support and academic self-efficacy. A cross-sectional questionnaire survey was conducted with a sample of 432 Chinese doctoral students, utilizing the Perceived Pressure Scale, the Social Support Scale, the General Academic Self-Efficacy Scale, and the Classroom Engagement Scale. Perceived pressure was positively associated with doctoral students' learning engagement via social support (β = 0.065, 95% CI [0.036, 0.100]), and also through academic self-efficacy (β = 0.075, 95% CI [0.068, 0.173]). Additionally, a significant serial mediation pathway was identified-perceived pressure → social support → academic self-efficacy → learning engagement (β = 0.015, 95% CI [0.010, 0.041]). Social support and academic self-efficacy served as serial mediators in the relationship between perceived pressure and learning engagement. Perceived pressure among doctoral students shows a positive direct association and multiple indirect associations with learning engagement. From a Job Demands-Resources (JD-R) perspective, these findings suggest that perceived pressure may function as a challenge demand when adequate resources are available, and that social support and academic self-efficacy jointly facilitate engagement through a sequential resource pathway. While focusing on doctoral students' learning engagement, higher education institutions should emphasize the development of robust social support systems and the enhancement of academic self-efficacy to assist doctoral students in transforming stress into a sustained driving force for academic development.

Previous studies have explored the influencing factors of learning burnout. Related studies, however, not yet explored this topic in the field of visually impaired college students. The goal of this study was to evaluate a complex multiple mediation model linking social support, self-esteem, fear of negative evaluation, and learning burnout among Chinese college students with visual impairment. Participants were 388 students with visual impairment attending full-time college in China. Measures of social support, self-esteem, fear of negative evaluation, and learning burnout were collected using self-report assessments. Results from multiple mediation analyses demonstrated that the specific indirect effect of social support on learning burnout through self-esteem was significant; the specific indirect effect of social support on learning burnout through fear of negative evaluation was also significant; furthermore, social support indirectly predicted learning burnout through its positive associations with self-esteem and negative associations with fear of negative evaluation. Results are discussed with regard to the roles of self-esteem and fear of negative evaluation in the links between social support and visually impaired college students’ learning burnout. Findings clarify how to prevent and alleviate the learning burnout of visually impaired college students from the perspective of environment and individuals.

A strengths-based approach explored how First-generation College Students (FGCSs) utilize external resources (e.g., social support) and internal resources (e.g., psychological strengths) for higher education engagement. A total of 311 Chinese FGCSs were surveyed to exam positive associations among perceived social support, positive psychological capital, and learning engagement. We discovered that positive psychological capital partially mediated the link between perceived social support and learning engagement. In practical terms, students who received more support reported higher levels of self-efficacy, resilience, optimism, and hope. Findings highlight the importance of developing support programs and resilience-building interventions, offering guidance on how to enhance FGCSs’ engagement.

PurposeThe purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.Design/methodology/approachSample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.FindingsThis study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.Originality/valueThis study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.

Spherical video-based virtual reality (SVVR) offers teachers an accessible means to use virtual reality. However, research into the effects of learning materials in teacher-developed SVVR activities on student learning remains limited. This study recruited 33 elementary school teachers and the 841 students in their classes. This study classified teacher-developed SVVR into "enhanced type" (N = 18) and "fundamental type" (N = 15), based on the number of enhanced exposition contents and thematic integration assessments embedded in the SVVR activities. This study also examined its effect on the students’ perceived effects of active learning (AL), repetition (REP), and feedback (FB), and learning engagement (i.e., cognitive, emotional, behavioral, and social engagement). Nested relationships between teachers and students were observed using hierarchical linear modeling analysis. This study revealed that (1) enhanced-type SVVR activities are positively associated with learning engagement; (2) AL and FB are positively associated with student engagement; (3) REP is the only factor that is positively associated with emotional engagement; and (4) AL and SVVR exert a cross-level interaction effect on emotional engagement, wherein enhanced-type SVVR activities yield greater emotional engagement among lower AL students. While prior research highlighted SVVR’s impact on student learning, the present work has unfolded the importance of how SVVR delivers information and facilitates students' knowledge organization in the course of learning, consequently impacting students’ learning outcomes. The results of this research are of theoretical and practical significance for both researchers and practitioners working on designing, implementing and evaluating SVVR for educational purposes.

This article provides an analysis of shifts that have taken place in policy discourses on lifelong learning by organisations such as the United Nations Educational, Scientific and Cultural Organisation, the Organisation for Economic Cooperation and Development and the European Union. The article documents the shifts in these discourses over time, analyses the changes in content of these discourses (both in terms of what is included and what is excluded in the discussion), and explores the intended and unintended consequences that follow from these ways of thinking about (policy for) lifelong learning. The article documents a shift towards understanding the point and purpose of lifelong learning primarily in economic terms and far less in relation to the personal and the democratic function of lifelong learning. It is argued that under the conditions of the learning economy lifelong learning itself has become understood as an individual task rather than as a collective project and that this has transformed lifelong learning from a right to a duty. This raises important questions about who has the democratic right to set the agenda for lifelong learning. It also raises important issues about the motivation for lifelong learning and points particularly towards the predicament of the lifelong learner who has to engage in forms of learning without being able to control his or her own ‘agenda’ for learning. The rise of the learning economy has also put a stress on the democratic potential of lifelong learning, which is one of the most worrying consequences of the rise of the discourse of the learning economy. Since transnational policy documents have a strong ‘agenda-setting’ function for the development of national policies and practices, it is important at a national level to be aware of the assumptions, implications and intended and unintended consequences of such policy discourses.

BackgroundIt is not well clear how psychosocial factors like depressive symptoms, social support affect quality of life in rural elderly in China. This study aimed to investigate the mediating role of depressive symptoms in the association between social support and quality of life.MethodsCross-sectional data of 420 rural elderly were taken from four villages in Hangzhou City. They were interviewed with a demographic questionnaire, the Patient Health Questionnaire (PHQ-9) for depression, the Medical Outcomes Study Social Support Survey (MOS-SSS) for social support, and the short version of World Health Organization Quality of Life Assessment (WHOQOL-BREF) for quality of life. Mediation was examined by a nonparametric Bootstrapping method, controlling for socioeconomic variables.ResultsPoor quality of life was associated with low social support and increased depressive symptoms. A significant indirect effect of social support existed through depression in relation to quality of life (ab = 0.0213, 95% CI [0.0071, 0.0421]), accounting for 9.5% of the effect of social support on quality of life. Approximately 4.8% of the variance in QOL was attributable to the indirect effect of social support through depressive symptoms.ConclusionsDepressive symptoms mediated the impact of social support on quality of life among rural older adults.

Integrating Virtual Laboratory (VL) technology into engineering education is increasingly adopted to complement hands-on laboratory learning. However, comprehensive studies and empirical analyses are still required to understand its impact on students’ Learning Engagement (LE) and Learning Outcomes (LO). This study investigates the effects of Virtual Laboratory Use (VLU) on students’ LE and LO in an electrical machine course within the Industrial Electrical Engineering program, Faculty of Engineering, Universitas Negeri Padang, Indonesia. A quantitative, survey-based approach was employed, involving 117 second-year university students. Data were analyzed using Variance-Based Structural Equation Modeling (VB-SEM). The results indicated that the VLU had a positive and significant effect on students’ LE across behavioral, cognitive, and emotional dimensions. Furthermore, VLU positively and significantly influenced students’ perceived LO directly and indirectly through LE as a mediating variable. LO were simultaneously and significantly influenced by the variables of VLU, Cognitive Engagement (CE), Behavioral Engagement (BE), and Emotional Engagement (EE), with a strong effect size. These findings underscore the pedagogical value of the VL in enhancing the learning experience in engineering education.

This research aims to find out the indirect influence of Self-Confidence on Learning Outcomes through the economics learning motivation of Class XI Students at SMK Negeri 2 Jambi City. This type of research is causal associative using a quantitative approach. This research was conducted at SMK Negeri 2 Jambi City. The method used is a survey method through distributing questionnaires from a population and sample of 124 people, using a saturated sampling technique or census. Data processing uses SPSS Amos (Statistical Product and Service Solution) version 17.1 for Windows 8. The results of this research show that: 1) There is a significant positive influence between social support on learning outcomes of 0.455, t count > t table, namely 5,640 > 1.67. 2) There is a positive and significant influence between self-confidence on learning outcomes of 0.402, t count > t table, namely 4,849 > 1.675. 3) There is a positive and significant influence between motivation on learning outcomes of 0.419, t count > t table, namely 1.675 > 0.05. 4) There is a positive and significant influence between social support and motivation of 0.272, t count > t table, namely 3,119 > 1,655. 5) There is a positive and significant influence between the work environment on work motivation of 0.844, t count > t table, namely 10.177 > 2.015. 6) There is a positive and significant indirect effect between support for economic learning outcomes through motivation of 0.559, F hit > F table or 518.919 > 2.698. 7) There is a positive and significant indirect influence between self-confidence on learning outcomes through motivation of 0.504, F hit > F table or 18.919 > 2.68. This research concludes that there is a positive and significant influence between social support, self-confidence, and motivation for the economic learning outcomes of class XI students at SMK Negeri 2 Jambi City. Without ignoring other factors that can also influence Economics learning outcomes. In an effort to improve economic learning outcomes, students should increase their sense of ownership and awareness of responsibility and comply with applicable policies for the common good

Engagement plays an important role in students’ success in learning. While learner engagement has been widely examined, the degree to which learners engage in online learning and the relationship between online engagement and learning outcomes, particularly in the domain of second/foreign (L2) language learning, still remain under-explored. To bridge the gap, this study examined college L2 English learners’ profiles of online engagement and their learning outcomes. A total of 85 first-year college students participated in this study. The results showed that college students’ online L2 English learning engagement is multidimensional, including behaviroral, cognitive, affective, and social facets. Additionally, students’ actual behavioral (e.g., task engagement time and task completion rate) and self-perceived online engagement (e.g., behavioral, cognitive, and affective online engagement) are significantly correlated. Nonetheless, among the two levels of online engagement measures, only task score in the actual behavioural engagement is a positive predictor of students’ learning outcomes. The study concludes with practical implications for online teaching.

Introduction: Although research on intercultural awareness in language learning studies has generated substantial literature, particularly on individual differences such as motivation and willingness to communicate, no comparable attention has been equally directed at achievement-related constructs such as goal orientations in relation to intercultural sensitivity and learning outcomes. In this vein, this study aimed to explore this under-researched area by focusing on goal orientation as the primary source of learner variance. Not only did it seek to examine the correlation between goal orientation and one’s intercultural disposition, but it also sought to verify whether such an association might well have a significant bearing on one’s learning outcomes. Methodology: The experimental process began by administering psychometric tests to 212 intermediate-level English learners, of whom 19 participants took part in two rounds of a speaking performance task. The selection of the latter, being the best scorers on the two goal profiles, was justified by the testing nature of the empirical course. The main participants were clustered into low-Mastery/high-Performance and high-Mastery/low-Performance groups, and their intercultural sensitivity level was determined based on a validated 15-item scale. The experimental procedure drew on interview tasks, led with native and non-native interlocutors, and considered repeated measures of fluency and complexity to account for how both goal and intercultural variables jointly shaped oral performance. Results: The findings attested to the systematic relationship between one’s goal orientation and their level of intercultural sensitivity. Moreover, there was a significant effect of such an association on participants’ processing biases. Conclusion: Building on these results, it is suggested to consider individual differences in any future research and curricular effort when it comes to intercultural awareness.