El efecto del apoyo docente percibido por los alumnos de inglés online sobre la autorregulación mediada por su autoeficiencia

Autores/as

  • Yanping Rui North University of China
  • Tao Liu North University of China

DOI:

https://doi.org/10.30827/portalin.vi40.26930

Palabras 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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Biografía del autor/a

Tao Liu, North University of China

Master candidate in North University of China, China. Her research interests include Second language acquisition and foreign language teaching

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Publicado

27-06-2023

Cómo citar

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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