自我教育期望对智慧课堂学习投入的影响：以意向性自我调节为中介

The Impact of Self-education Expectations on Smart Classroom Learning Engagement: With Intentional Self-regulation as the Mediator

As AI integrates deeply with education, the emerging “Internet Plus Education” model has driven blended teaching and smart-teaching-tool use. This study, grounded in learning engagement theory, intentional self-regulation theory, and self-education expectation theory, surveyed 518 college students and postgraduates with smart-classroom experience to build a moderated mediation model. Results showed: (1) Self-education expectation significantly positively predicts smart-classroom learning engagement. (2) Intentional self-regulation mediates between self-education expectation and learning engagement. (3) Intentional self-regulation moderates the latter half of the mediation model-higher intentional self-regulation weakens the possible negative impact of self-education expectation on learning engagement. These findings suggest that educational practitioners can enhance learners’ smart-classroom engagement by boosting students’ self-education expectations and intentional self-regulation.

随着人工智能技术与教育领域深度融合，“互联网+教育”的新兴模式催生了线上线下混合式教学以及智慧教学工具的广泛应用。本研究基于学习投入理论、意向性自我调节理论和自我教育期望理论，对518 名具有智慧课堂学习经验的大学生及研究生进行施测，以期构建一个有调节的中介模型。研究结果发现：（1）自我教育期望显著正向预测智慧课堂学习投入；（2）意向性自我调节在自我教育期望与智慧教学课堂学习投入之间起中介作用；（3）意向性自我调节调节了中介模型的后半路径，即意向性自我调节越高，自我教育期望对智慧课堂学习投入的负面作用越小。研究结果启示教育实践者，可以通过提升学生自我教育期望，增强意向性自我调节达到提高智慧课堂学习者的学习投入的目的。