【作者】 赵静；

【导师】 周东岱；

【作者基本信息】 东北师范大学 ， 教育技术学， 2022， 硕士

【摘要】 在线协作学习是大学生进行学习的重要方式,协作学习中师生、生生处在时空分离的环境下,学生的学习更具有自主性和自发性。学生的学习动机将会直接影响其在协作学习中的参与度和学习投入度。在线协作学习中学生之间的情绪交互会增强协作组的凝聚力,给予学生更多的情绪体验,影响学习动机,但目前情绪交互与学习动机的具体影响关系尚不明晰,不利于从情绪交互视角促进学习动机。因此,本研究从在线协作学习中情绪交互类别和情绪交互网络结构特征两个视角出发,对情绪交互作进一步分析,通过定量分析法来探究情绪交互对学习动机的具体影响。本研究在文献综述的基础上,对情绪交互类别作进一步划分,将情绪交互分为三个大类和九个子类,在此基础之上,提出情绪交互类别对学习动机影响的研究假设,利用实验加以验证,以某师范大学本科生为研究对象,组织开展在线协作学习活动,对情绪交互和学习动机数据进行收集,利用统计分析法对学习动机进行分析,利用内容分析法和社会网络分析法对情绪交互进行分析,最后通过相关分析和回归分析验证在线协作学习中情绪交互类别和情绪交互网络结构特征对学习动机的影响关系。基于所建立的在线协作学习中情绪交互对学习动机的影响关系模型,从情绪交互视角提出促进学习动机的五条策略,该策略一方面有助于提升情绪交互质量,增强学生的归属感,另一方面通过增强学生的情感体验,提升学生的学习动机。研究结果显示:同伴给予的情绪回应与学生感知自主性、感知能力性显著相关,其中积极回应与学生感知自主性显著相关,中性回应与学生感知能力性显著相关;同伴给予的情绪评价与学生感知自主性、感知关系性显著相关,其中积极评价、中性评价与学生感知自主性显著相关,积极评价与学生感知关系性显著相关;学生自身的情绪表达与学生感知自主性、感知能力性、感知关系性显著相关,其中中性表达与学生感知自主性、感知能力性、感知关系性显著相关,消极表达与学生感知关系性显著相关;情绪交互网络结构特征中点入度与学生感知自主性、感知关系性显著相关。线性回归结果显示,情绪交互类别中积极评价、中性表达能显著预测学习者感知自主性,中性回应能够显著预测学习者感知能力性,中性表达能显著预测学习者感知关系性,情绪交互网络结构特征中入度会显著预测学习者感知自主性,也能够显著预测学习者感知关系性。更多还原

【Abstract】 For college students,online collaborative learning is a crucial way to study.Teachers,students,and students are in a space-time separation setting in collaborative learning,and students’ learning is more autonomous and spontaneous.The motivation of students to learn will have a direct impact on their participation and learning engagement in collaborative learning.Emotional engagement among students in online collaborative learning will improve group cohesion,provide students with more emotional experience,and influence learning motivation.The precise relationship between emotional engagement and learning motivation,on the other hand,is unclear.As a result,this study examines emotional interaction in online collaborative learning from two perspectives: the category of emotional interaction and the structural characteristics of emotional interaction networks,and investigates the specific impact of emotional interaction on learning motivation.Based on the literature review,this study further divides the categories of emotional interaction into three categories and nine subcategories.On this basis,this study puts forward the research hypothesis of the impact of emotional interaction categories on learning motivation,which is verified by experiments.Taking a normal university undergraduate as the research object,this study organizes Online collaborative learning activities to collect the data of emotional interaction and learning motivation,Content analysis and social network analysis are used to analyze emotional interaction,and statistical analysis is used to analyze learning motivation.Finally,correlation analysis and regression analysis are used to verify the relationship between the types of emotional interaction and the structural characteristics of emotional interaction network in online collaborative learning.The results of data analysis showed that positive response,negative response,positive evaluation,negative evaluation,neutral expression and negative expression in the category of emotional interaction were significantly correlated with learning motivation,and the penetration of the structural characteristics of emotional interaction network was significantly correlated with learning motivation;In the category of emotional interaction,negative response can significantly predict learners’ perceived autonomy,negative evaluation and negative expression can significantly predict learners’ perceived ability,positive evaluation can significantly predict learners’ perceived relationship,and the participation in the structural characteristics of emotional interaction network can significantly predict learners’ perceived autonomy and learners’ perceived relationship.Students’ neutral expression ability and neutral expression ability were strongly connected with positive and negative emotion,and neutral expression ability was significantly correlated with positive and negative emotion,according to the findings.Positive evaluation and neutral expression can significantly predict learners’ perceived autonomy,neutral response can significantly predict learners’ perceived ability,and neutral expression can significantly predict learners’ perceived relationship;in the category of emotional interaction,positive evaluation and neutral expression can significantly predict learners’ perceived autonomy,neutral response can significantly predict learners’ perceived ability,and neutral expression can significantly predict learners’ perceived relationship.更多还原