El efecto del apoyo docente percibido por los alumnos de inglés online sobre la autorregulación mediada por su autoeficiencia
DOI:
https://doi.org/10.30827/portalin.vi40.26930Palabras clave:
apoyo docente percibido, autoeficacia, autorregulación, aprendizaje online.Resumen
En el presente estudio, basado en la teoría social cognitiva, se explora la relación entre el apoyo docente percibido por los alumnos de inglés online, la autoeficiencia y la autorregulación en el aprendizaje online. Se realizó un modelo de ecuaciones estructurales (MES), con la estimación Bootstrap utilizando los datos de 220 alumnos de inglés online de una universidad politécnica que participan en el aprendizaje combinado en la plataforma MOOC de las Universidades Chinas. Los resultados mostraron que el apoyo docente percibido por los alumnos de inglés online influenció positivamente su autoeficacia y autorregulación. Además, se descubrió que la autoeficacia de ellos podía mediar la relación entre el apoyo docente percibida y la autorregulación. En general, los resultados describieron con detalle el efecto del apoyo docente percibido por los alumnos de inglés online sobre su autoeficacia y autorregulación, e identificaron empíricamente el efecto mediador de la autoeficacia en la relación entre el apoyo docente percibido y la autorregulación en un entorno de aprendizaje online. Por último, se discutieron las implicaciones pedagógicas para la enseñanza online de los profesores, el aprendizaje online de los alumnos y la plataforma MOOC de las Universidades Chinas, así como las limitaciones del estudio.
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Anthony, R. A., & Kenneth, D. J. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15(3), 170-175.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological-research conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet and Higher Education, 33(1), 24-32.
Chen, M. H. (2007). A study on the elements of autonomous learning for college English learners assisted by computer and internet facilities. Foreign Languages and Their Teaching, 3, 33-36.
Chen, X. J., Wang, G., & Kim, D. (2020). Self-regulated learning strategy profiles among English as a foreign language learners. Tesol Quarterly, 54(1), 234-251.
Deng, G. M., & Zhou, N. F. (2018). Knowledge map of international research on self-regulated learning: Origin, present situation, and development trends. Chinese Journal of Distance Education, 7, 33-42.
Deng, J., Huang, C. C., & Li, N. (2012). On adaptability of college English autonomous learners under network conditions. Technology Enhanced Foreign Language Education, 1, 47-51.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
Ekici, M., Coskun, H. I., & Yurdugul, H. (2014). Investigation of the relationship between learning approaches and online self-regulation behavior. Procedia-Social and Behavioral Sciences, 141, 285-289.
Ellis, R. (2013). The study of second language acquisition. Oxford: Oxford University Press.
Gao, S. C. (2000). A review of self-efficacy theories. Psychological Development and Education, 1, 60-63.
Iefnthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52.
Jia, J. (2012). The Effects of emotional support from teachers on self-esteem and academic self-efficacy of Middle School Students. Master’s dissertation, Southwest University, China.
Jiang, Z. H., Zhao, C. L., Li, H. X., Huang, Y., & Shu, F. F. (2018). Construction of the model of online learner-perceived teacher support behavior. China Educational Technology, 11, 103-110.
Jungert, T., & Koestner, R. (2015). Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students. Educational Psychology, 35(3), 361-376.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
Koseoglu, S., & Koutropoulos, A. (2016). Teaching presence in MOOCs: perspectives and learning design strategies. Lancaster: The 10th International Conference on Networked Learning, 390-396.
Lai, C., & Su, Y. F. Self-regulated learning in language MOOCs: Research review and pedagogical implications. Foreign Language World, 1, 2-10.
Li, K., & Yu, L. M. (2008). The relationship between college students’ English learning motivation, self-efficacy, attribution and independent learning behavior. Foreign Language Learning Theory and Practice, 2, 1-5.
Li, Y. (2016). Empirical research on college students’ English autonomous learning ability and self-efficacy. Modern Foreign Languages. 39(2), 235-245.
Maria T., & Henrik B. (2022). How am I going and where to next? Elaborated online feedback improves university students’ self-regulated learning and performance. The Internet and Higher Education, 55, 100872.
Ministry of Education. (2022). China has built the world’s largest higher education system[EB/OL][2022-05-17]. http://m.ce.cn/ttt/202205/17/t20220517_37589604. shtml.
Monique, B., & Eduardo C. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210.
Murdock, T. B., & Miller, A. (2003). Teachers as sources of middle school students’ motivational identity: Variable-centered and person-centered analytic approaches. The Elementary School Journal, 103(4), 383-399.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
Pintrich, P., & Schunk, D. (2002). Motivation in education: theory, research, and applications. Upper Saddle River, NJ: Merrill/Prentice Hall.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
Sadi, O, & Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies and achievement: a path model. Journal of Baltic Science Education, 12(1): 21-33.
Schuitema, J., Peetsma, T., & Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49(1), 32-45.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.
Shang, J. G. (2016). The relationship between self-regulated learning strategies and English academic achievement among college students in the online environment. Foreign Languages Research, 4, 57-62.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy-support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79(1), 57-68.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.
Stevens, T., Olivarez, A., Lan, W. Y., & Tallent-Runnels, M. K. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. The Journal of Educational Research, 97(4), 208-222.
Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187-202.
Taylor, A. B., MacKinnon, D. P., & Tein, J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods, 11(2), 241-269.
Trickett, E. J., & Moos, R. H. (1973). Social environment of junior high and high school classrooms. Journal of Educational Psychology, 65(1), 93-102.
Tseng, W. T., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Velayutham, S. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: a structural equation modeling approach. Research in Science Education, 43(2), 507-527.
Wang, C., Hu, J., Zhang, G., Chang, Y., & Xu, Y. (2012). Chinese college students’ self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Journal of Research in Education, 22(2), 103-135.
Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3(1), 173-191.
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: how formative assessment supports students’ self-regulation in English language learning. System, 81, 39-49.
Yin, H., Lee, J. C., & Zhang, Z. (2009). Examining Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms. Educational Psychology, 29(6), 685-700.
Yin, R., & Xu, H. Y. (2016). The progress and prospects of online learning engagement research in foreign countries. Open Education Research, 22(3), 89-97.
Yu, Z. X. (2019). Research on relationship between teachers’ support and students’ learning engagement in higher vocational colleges-based on analysis of mediating effect of academic self-efficacy. Vocational and Technical Education, 40(17), 65-70.
Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia Social and Behavioral Sciences, 15(2), 2623-2626.
Zhang, J. J., Li, H. X., Zhang, M. L., Zhao, X. M., & Si, J. W. (2019). Relationships among perceived teacher support, math self-efficacy and mathematics achievement for primary school students: a moderated mediation model. Studies of Psychology and Behavior, 17(5), 664-651.
Zhang, Y., & Zhang, H. (2008). The relationships of junior middle school students’ English self-efficacy with teacher-expectancy perception and English achievement. Journal of Psychological Science, 1, 230-233.
Zhao, K., & Liu, Y. W. (2009). A social cognitive perspective on self-regulated learning theory. Journal of Shanghai Educational Research, 1, 30-33.
Zheng, C. P., & Wang, L. L. (2020). The structural relations between technology acceptance and online self-regulation among English language learners in a higher education setting. Foreign Language Education, 41(2), 64-70.
Zheng, C. P., Liang, J. C., Li, M., & Tsai, C. C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76, 144-157.
Zheng, C. P., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students’ conceptions of language learning and their online self-regulation. System, 57, 66-78.
Zhong, Y., & Wang, W. P. (2008). An empirical study on language self-efficacy of non-English majors in multi-media context. Foreign Languages and Literature, 24(6), 142-144.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich,P. R., and Zeidner,M. (eds.) Handbook of Self-Regulation. Academic Press, San Diego, CA., 13-39.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-455.
Zou, X. L., & Zhang, X. N. (2013). Formative web-based test and EFL students’ self-regulated learning-the effect of different score reports on self-regulated learning. Modern Educational Technology, 23(1), 69-73.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological-research conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet and Higher Education, 33(1), 24-32.
Chen, M. H. (2007). A study on the elements of autonomous learning for college English learners assisted by computer and internet facilities. Foreign Languages and Their Teaching, 3, 33-36.
Chen, X. J., Wang, G., & Kim, D. (2020). Self-regulated learning strategy profiles among English as a foreign language learners. Tesol Quarterly, 54(1), 234-251.
Deng, G. M., & Zhou, N. F. (2018). Knowledge map of international research on self-regulated learning: Origin, present situation, and development trends. Chinese Journal of Distance Education, 7, 33-42.
Deng, J., Huang, C. C., & Li, N. (2012). On adaptability of college English autonomous learners under network conditions. Technology Enhanced Foreign Language Education, 1, 47-51.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
Ekici, M., Coskun, H. I., & Yurdugul, H. (2014). Investigation of the relationship between learning approaches and online self-regulation behavior. Procedia-Social and Behavioral Sciences, 141, 285-289.
Ellis, R. (2013). The study of second language acquisition. Oxford: Oxford University Press.
Gao, S. C. (2000). A review of self-efficacy theories. Psychological Development and Education, 1, 60-63.
Iefnthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52.
Jia, J. (2012). The Effects of emotional support from teachers on self-esteem and academic self-efficacy of Middle School Students. Master’s dissertation, Southwest University, China.
Jiang, Z. H., Zhao, C. L., Li, H. X., Huang, Y., & Shu, F. F. (2018). Construction of the model of online learner-perceived teacher support behavior. China Educational Technology, 11, 103-110.
Jungert, T., & Koestner, R. (2015). Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students. Educational Psychology, 35(3), 361-376.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
Koseoglu, S., & Koutropoulos, A. (2016). Teaching presence in MOOCs: perspectives and learning design strategies. Lancaster: The 10th International Conference on Networked Learning, 390-396.
Lai, C., & Su, Y. F. Self-regulated learning in language MOOCs: Research review and pedagogical implications. Foreign Language World, 1, 2-10.
Li, K., & Yu, L. M. (2008). The relationship between college students’ English learning motivation, self-efficacy, attribution and independent learning behavior. Foreign Language Learning Theory and Practice, 2, 1-5.
Li, Y. (2016). Empirical research on college students’ English autonomous learning ability and self-efficacy. Modern Foreign Languages. 39(2), 235-245.
Maria T., & Henrik B. (2022). How am I going and where to next? Elaborated online feedback improves university students’ self-regulated learning and performance. The Internet and Higher Education, 55, 100872.
Ministry of Education. (2022). China has built the world’s largest higher education system[EB/OL][2022-05-17]. http://m.ce.cn/ttt/202205/17/t20220517_37589604. shtml.
Monique, B., & Eduardo C. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210.
Murdock, T. B., & Miller, A. (2003). Teachers as sources of middle school students’ motivational identity: Variable-centered and person-centered analytic approaches. The Elementary School Journal, 103(4), 383-399.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
Pintrich, P., & Schunk, D. (2002). Motivation in education: theory, research, and applications. Upper Saddle River, NJ: Merrill/Prentice Hall.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
Sadi, O, & Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies and achievement: a path model. Journal of Baltic Science Education, 12(1): 21-33.
Schuitema, J., Peetsma, T., & Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49(1), 32-45.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.
Shang, J. G. (2016). The relationship between self-regulated learning strategies and English academic achievement among college students in the online environment. Foreign Languages Research, 4, 57-62.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy-support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79(1), 57-68.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.
Stevens, T., Olivarez, A., Lan, W. Y., & Tallent-Runnels, M. K. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. The Journal of Educational Research, 97(4), 208-222.
Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187-202.
Taylor, A. B., MacKinnon, D. P., & Tein, J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods, 11(2), 241-269.
Trickett, E. J., & Moos, R. H. (1973). Social environment of junior high and high school classrooms. Journal of Educational Psychology, 65(1), 93-102.
Tseng, W. T., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Velayutham, S. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: a structural equation modeling approach. Research in Science Education, 43(2), 507-527.
Wang, C., Hu, J., Zhang, G., Chang, Y., & Xu, Y. (2012). Chinese college students’ self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Journal of Research in Education, 22(2), 103-135.
Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3(1), 173-191.
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: how formative assessment supports students’ self-regulation in English language learning. System, 81, 39-49.
Yin, H., Lee, J. C., & Zhang, Z. (2009). Examining Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms. Educational Psychology, 29(6), 685-700.
Yin, R., & Xu, H. Y. (2016). The progress and prospects of online learning engagement research in foreign countries. Open Education Research, 22(3), 89-97.
Yu, Z. X. (2019). Research on relationship between teachers’ support and students’ learning engagement in higher vocational colleges-based on analysis of mediating effect of academic self-efficacy. Vocational and Technical Education, 40(17), 65-70.
Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia Social and Behavioral Sciences, 15(2), 2623-2626.
Zhang, J. J., Li, H. X., Zhang, M. L., Zhao, X. M., & Si, J. W. (2019). Relationships among perceived teacher support, math self-efficacy and mathematics achievement for primary school students: a moderated mediation model. Studies of Psychology and Behavior, 17(5), 664-651.
Zhang, Y., & Zhang, H. (2008). The relationships of junior middle school students’ English self-efficacy with teacher-expectancy perception and English achievement. Journal of Psychological Science, 1, 230-233.
Zhao, K., & Liu, Y. W. (2009). A social cognitive perspective on self-regulated learning theory. Journal of Shanghai Educational Research, 1, 30-33.
Zheng, C. P., & Wang, L. L. (2020). The structural relations between technology acceptance and online self-regulation among English language learners in a higher education setting. Foreign Language Education, 41(2), 64-70.
Zheng, C. P., Liang, J. C., Li, M., & Tsai, C. C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76, 144-157.
Zheng, C. P., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students’ conceptions of language learning and their online self-regulation. System, 57, 66-78.
Zhong, Y., & Wang, W. P. (2008). An empirical study on language self-efficacy of non-English majors in multi-media context. Foreign Languages and Literature, 24(6), 142-144.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich,P. R., and Zeidner,M. (eds.) Handbook of Self-Regulation. Academic Press, San Diego, CA., 13-39.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-455.
Zou, X. L., & Zhang, X. N. (2013). Formative web-based test and EFL students’ self-regulated learning-the effect of different score reports on self-regulated learning. Modern Educational Technology, 23(1), 69-73.
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Publicado
27-06-2023
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Rui, Y., & Liu, T. (2023). El efecto del apoyo docente percibido por los alumnos de inglés online sobre la autorregulación mediada por su autoeficiencia. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (40), 215–233. https://doi.org/10.30827/portalin.vi40.26930
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