教育数字化转型背景下大学生社会支持与线上学习投入的关系研究

——基于一个有调节的中介模型

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中图分类号：G640 文献标志码：A 文章编号：2096-000X（2025）25-0079-05

Abstract：Aiming toexploretheintemalmechanismof socialsupportandlearningcommitmentofcollgestudentsunderthe backgroundofdigitaltransfoationfucation，the"dolescentesonalGrowthIntiativeQuestioire"，"LeaingInputSale"， "Colege Students‘General Academic Mood Questionnaire"and "Social Support Scale" were used to measure 3290 college students， andtheon-parametricpercentileBotstrapmethodwasusedtoanalyzethemediatingefectandregulatoryefect.Results：The predictive effect of social support on learning input was significant （β） =1.1909， t=2.2259 ！， P <0.001）;When the mediating variable academic emotion isincluded，the predictive efectof social supporton learning engagement remains significant（ β =0.125， t =0.258， （204号 P<0.01 ）;Afterputtingpersonalgrowthinitiativeintothemodel，theproductof personal growthinitiativeandacademicemotionhas a significant predictive effect on learning input β =0.04， t =0.91， P<0.01 1）. Conclusion： Academic emotion plays a mediating role in therelationshipbetweensocialsupportandleaminginput，andpersonalgrowthinitiativeplaysaregulatoryroleinthefirsthalf and second half of the path of its mediating model.

Keywords：personal growth initiative；academicemotions；social support; learning engagement;onlinelearning

随着人工智能、区块链、5G及大数据等信息技术的飞速进步，人类社会被迅速带人了数字化时代，联合国及世界上众多国家纷纷将教育数字化视为应对危机与挑战、开创教育新局面的关键战略手段。（剩余7029字）