【摘要】 学习满意度是教育评估和管理的重要组成部分之一。师范生对高等教育感知体验的评价，不仅反映了高等教育的质量，同时也影响其对教师职业的认同。本研究对某省属大学选修国家一流混合式课程《现代教育技术应用》的406名师范生展开问卷调查，探索混合教学中师范生学习自我效能感与学习满意度、学习性投入之间的关系。研究发现：混合教学中，师范生学习自我效能感、学习性投入和学习满意度自我判断均处于中上水平；学习自我效能感显著正向预测学习满意度；学习性投入在学习自我效能感与学习满意度之间起部分中介作用。因此，教师可以从教学内容设计、学习社区构建、合作学习开展、加强积极反馈、强化语言激励、应用非语言亲密行为等方面入手，提升师范生学习自我效能感和学习性投入水平，进而提高师范生学习满意度。更多还原

【Abstract】 Learning satisfaction is a crucial component of educational assessment and management. This study aimed to investigate the correlation between academic self-efficacy, learning engagement and learning satisfaction in blended instruction. The questionnaire survey was conducted among 406 undergraduate normal students who were enrolled in the modern educational technology application course. The findings of the study revealed that normal students exhibited the upper middle level academic self-efficacy, learning engagement, and learning satisfaction. Furthermore, the analysis demonstrated that academic self-efficacy significantly and positively influenced learning satisfaction. Additionally, learning engagement was identified as a part mediator in the relationship between academic self-efficacy and learning satisfaction. Based on these noteworthy findings, several recommendations were proposed to enhance the educational experience.更多还原