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Relational and psychological factors affecting exam participation and student achievement in online college courses

机译：影响在线大学课程考试参与和学生成绩的关系和心理因素

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摘要

This study aims to understand and model the effects of relationship factors and intra-individual psychological factors on exam participation and achievement of students enrolled in an online university course. The results of a survey of 506 students enrolled in university online courses showed that our initial theoretical model only partially fit the data. In fact, data analysis revealed that the relational factors studied exerted only indirect effects on whether online students completed the course. Perceived social support from teachers and peers, as well as the feeling of belonging to the learning community, were antecedents of the psychological processes studied. As for academic self-efficacy and engagement in learning, they allowed us to directly predict taking and successfully passing exams. The knowledge gained from this study helps us makes sense of the ways in which the various factors are related and the specific effect of each factor on the outputs considered.
机译：本研究旨在了解和建模关系因素和个人内部心理因素对在线大学课程中学生的考试参与和成绩的影响。对506名就读大学在线课程的学生进行的调查结果表明，我们的初始理论模型仅部分拟合了数据。实际上，数据分析表明，所研究的相关因素仅对在线学生是否完成课程产生间接影响。老师和同伴感知的社会支持以及对学习社区的归属感是所研究的心理过程的先决条件。至于学术自我效能感和参与学习，他们使我们能够直接预测参加考试并成功通过考试。从这项研究中获得的知识有助于我们理解各种因素之间的联系方式以及每种因素对所考虑的产出的具体影响。

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