黄一橙1 张鹏2 王雯1 陈芸杉1 丁斯培1 周均奕2
（1.北京师范大学 教育技术学院，北京 100875；2.北京大学 教育学院，北京 100871）
【摘 要】网络学习焦虑是影响在线学习效果的重要因素，随着疫情期间大规模在线学习实践的开展，为了达到更好的效果，网络学习焦虑与在线学习行为关系的研究变得更加紧迫。本研究以“互联网+教育：理论与实践的对话IV”在线课程学习者为例，利用相关分析和多元回归分析法对学习焦虑问卷数据、学习平台记录数据进行分析，探索该课程学习者的网络学习焦虑及其与学习行为的关系。研究结果显示：从线下学习直接进入到完全在线学习模式可能会让学生产生消极情绪；较低焦虑水平者可能更能适应在线学习方式，更倾向于进行交互，表现出更佳的学习行为；学习者的在线学习行为对于学习焦虑有一定的预测效应。
【关键词】学习焦虑；在线学习行为；多元回归分析
Research on Online Learning Anxiety and Its Relationship with Online Learning Behavior: TakingLearners of the Online Course “Internet + Education: Dialogue between the Theory and Practice IV” as an Example
HUANG Yicheng1, ZHANG Peng2, WANG Wen1, CHEN Yunshan1, DING Sipei1 and ZHOU Junyi2
(1.School of Educational Technology, Beijing Normal University, Beijing 100875, China;2. Graduate School of Education, Peking University, Beijing 100871, China)
Abstract：Online learning anxiety is an important factor affecting online learning outcomes. With the development of large-scale online learning practice during the epidemic, investigating the relationship between online learning anxiety and online learning behavior has become more urgent. Through correlation analysis and multiple regression analysis, taking learners of the online course“Internet + Education: Dialogue between the theory and practice IV”as an example, this study analyzes the questionnaire survey results of learning anxiety and the learning platform data records, in order to explore learners’online learning anxiety and its relationship with learning behavior. Results show that switching directly from offline learning to fully online learning may cause negative emotions among learners;those with lower anxiety levels may be more adaptable to online learning and more likely to interact with others, showing better learning behavior; learners’online learning behaviour is a significant predictive indicator on learning anxiety.
Keywords：learning anxiety; online learning behavior; multiple regression analysis
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网络学习焦虑及其与在线学习行为关系研究.pdf
